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
Information and Communication Technology Capability - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria
Information and Communication Technology Capability - Level 4 (Years 5 and 6) | Competencies and skills | 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
Information and Communication Technology Capability - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Apply personal security protocols identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, …
Information and Communication Technology Capability - Level 4 (Years 5 and 6) | Respectful relationships | Dimensions | Curriculum connections | Resources
Information and Communication Technology Capability - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Understand computer mediated communications understand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications Identify …
Information and Communication Technology Capability - Level 4 (Years 5 and 6) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
English - Year 5
Comprehension strategies Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
English - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources
Science - Year 5
Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) Compare …
Science - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 5
Analysing Examine primary and secondary sources to determine their origin and purpose(ACHASSI098) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships(ACHASSI100) Evaluating …
F-6/7 Humanities and Social Sciences - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources
HASS - Above satisfactory - Year 5
This portfolio of student work shows that the student can explain the significance of people and events/developments in bringing about change (WS4, WS11). The student describes the causes and effects of change on particular communities (WS4, WS9) and …
HASS - Above satisfactory - Year 5 | Portfolios | Work samples | Resources
HASS - Satisfactory - Year 5
This portfolio of student work shows that the student can describe the significance of people and events/developments in bringing about change (WS4, WS11). The student identifies the causes and effects of change on particular communities (WS4, WS9) and …
HASS - Satisfactory - Year 5 | Portfolios | Work samples | Resources
Bushfire action plan – ABOVE
Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …
Bushfire action plan – ABOVE | Samples | Work samples | Resources
Bushfire action plan – AT
Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …
Bushfire action plan – AT | Samples | Work samples | Resources
Excursion report (Mackay Harbour) – ABOVE
Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …
Excursion report (Mackay Harbour) – ABOVE | Samples | Work samples | Resources
Excursion report (Mackay Harbour) – AT
Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …
Excursion report (Mackay Harbour) – AT | Samples | Work samples | Resources
Travel itinerary – ABOVE
Students were asked to produce a map depicting the position, distance and direction of places in the northern hemisphere relative to a location in eastern Australia. The map was to be presented as an itinerary for a potential round-the-world journey by …
Travel itinerary – ABOVE | Samples | Work samples | Resources
Travel itinerary – AT
Students were asked to produce a map depicting the position, distance and direction of places in the northern hemisphere relative to a location in eastern Australia. The map was to be presented as an itinerary for a potential round-the-world journey by …
Travel itinerary – AT | Samples | Work samples | Resources
The Australian colonies – ABOVE
Students constructed climate maps to show the location of the major climate zones in Australia. Students then produced overlays for the maps to indicate key events from the colonial history of each state and territory along with indications of its main …
The Australian colonies – ABOVE | Samples | Work samples | Resources
The Australian colonies – AT
Students constructed climate maps to show the location of the major climate zones in Australia. Students then produced overlays for the maps to indicate key events from the colonial history of each state and territory along with indications of its main …
The Australian colonies – AT | Samples | Work samples | Resources
Climate art gallery – ABOVE
Students investigated the characteristics of three climate zones in Australia, including the relationship between climate and the nature, function or liveability of places in each zone. Students then created an artwork to visually represent each climate …
Climate art gallery – ABOVE | Samples | Work samples | Resources
Climate art gallery – AT
Students investigated the characteristics of three climate zones in Australia, including the relationship between climate and the nature, function or liveability of places in each zone. Students then created an artwork to visually represent each climate …
Climate art gallery – AT | Samples | Work samples | Resources