Migration to Australia – ABOVE
Students completed scaffolded inquiry into migration to Australia. Part 1 involved an examination of the sources of migration. Part 2 involved using data to draw conclusions about the nature and purpose of migration. The task involved students conducting …
Migration to Australia – ABOVE | Samples | Work samples | Resources
Migration to Australia – AT
Students completed scaffolded inquiry into migration to Australia. Part 1 involved an examination of the sources of migration. Part 2 involved using data to draw conclusions about the nature and purpose of migration. The task involved students conducting …
Migration to Australia – AT | Samples | Work samples | Resources
Museum catalogue: Australia’s federation – ABOVE
Students were provided with a collection of printed and digital images depicting people, places and events from the Australian colonies at the end of the nineteenth century. They were asked to make a selection from this collection for inclusion in a new …
Museum catalogue: Australia’s federation – ABOVE | Samples | Work samples | Resources
Museum catalogue: Australia’s federation – AT
Students were provided with a collection of printed and digital images depicting people, places and events from the Australian colonies at the end of the nineteenth century. They were asked to make a selection from this collection for inclusion in a new …
Museum catalogue: Australia’s federation – AT | Samples | Work samples | Resources
Digital Technologies - Above satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Years 5 and 6
Collecting, managing and analysing data Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
Digital Technologies - Years 5 and 6 | Competencies and skills | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 5 and 6
Investigating and defining Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017) Evaluating Explain how student solutions and existing information systems are sustainable and meet current and …
Digital Technologies - Years 5 and 6 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Researching Content descriptions with elaborations: Locate and collect relevant information and data from Primary sources and secondary sources (ACHASSI123) determining the most appropriate methods to find information (for example, personal observation, …
F-6/7 Humanities and Social Sciences - Year 6 | Digital media literacy | Dimensions | Curriculum connections | Resources
Information and Communication (ICT) Technology - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Recognise intellectual property identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions Apply digital information security practices independently …
Information and Communication (ICT) Technology - Level 4 (Years 5 and 6) | Multimedia dimensions | Dimensions | Curriculum connections | Resources
English - Year 6
Interpreting, analysing, evaluating Content descriptions with elaborations: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) making …
English - Year 6 | Digital media literacy | Dimensions | Curriculum connections | Resources
English - Year 6
Language Text structure and organisation Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) Expressing and developing …
English - Year 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Recognise intellectual property identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions Apply digital information security practices independently …
Information and Communication Technology Capability - Level 4 (Years 5 and 6) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Science - Years 5 and 6
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081) & (ACSHE098) Scientific knowledge is used to solve problems and …
Science - Years 5 and 6 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Numeracy - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Estimate and calculate solve problems and check calculations using efficient mental and written strategies Use money create simple financial plans, budgets and cost predictions Recognise and use patterns …
Numeracy - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources
Mathematics - Years 5 and 6
Year 5 Measurement and geometry Location and transformation Content description with elaboration Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) creating a grid reference system …
Mathematics - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Mathematics - Years 5 and 6
Year 5 Measurement and geometry Location and transformation Content description with elaborations: Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) comparing aerial views of …
Mathematics - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 5 and 6
Year 5 Knowledge and understanding Content descriptions with elaborations: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for …
Design and Technologies - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 5 and 6
Year 6 Design and technologies knowledge and understanding Content descriptions with elaborations Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services …
Design and Technologies - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources