Science - Year 6
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 (ACSIS107) Compare …
Science - Year 6 | Competencies and skills | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Analysing Examine primary and secondary sources to determine their origin and purpose (ACHASSI126) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships …
F-6/7 Humanities and Social Sciences - Year 6 | Competencies and skills | Dimensions | Curriculum connections | Resources
Science - Year 6
Questioning and predicting With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232) Planning and conducting Identify, plan and apply the elements of scientific investigations to answer questions and solve …
Science - Year 6 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Mathematics - Year 6
Number and place value Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) Fractions and decimals Add and subtract decimals, with …
Mathematics - Year 6 | Competencies and skills | Dimensions | Curriculum connections | Resources
HASS - Above satisfactory - Year 6
This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student describes and explains continuities and changes for different groups in the past …
HASS - Above satisfactory - Year 6 | Portfolios | Work samples | Resources
HASS - Satisfactory - Year 6
This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student identifies and describes continuities and changes for different groups in the past …
HASS - Satisfactory - Year 6 | Portfolios | Work samples | Resources
Science - Year 6
Use and influence of science Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
Science - Year 6 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
English - Year 6
Visual language Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) Comprehension strategies Use comprehension …
English - Year 6 | Competencies and skills | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Geography Australia’s connections with other countries and how these change people and places (ACHASSK141) Civics and citizenship The roles and responsibilities of Australia’s three levels of government (ACHASSK144) Where ideas for new laws can come …
F-6/7 Humanities and Social Sciences - Year 6 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
F-6/7 Humanities and Social Sciences - Year 6
Analysing Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127) Evaluating and reflecting Work in groups to generate responses to issues and challenges (ACHASSI130) Use criteria to make decisions …
F-6/7 Humanities and Social Sciences - Year 6 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
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
Email to a member of parliament – AT
Students explored levels of mobile phone use and ownership in Australia as part of a unit on resources, consumers and businesses. They then wrote an email that might be sent to their local federal member of parliament requesting new legislation in relation …
Email to a member of parliament – AT | Samples | Work samples | Resources
Email to a member of parliament – ABOVE
Students explored levels of mobile phone use and ownership in Australia as part of a unit on resources, consumers and businesses. They then wrote an email that might be sent to their local federal member of parliament requesting new legislation in relation …
Email to a member of parliament – ABOVE | Samples | Work samples | Resources
Land rights source analysis – AT
Students listened to the song ‘From Little Things Big Things Grow’ by Paul Kelly and Kev Carmody. They worked in groups to conduct research into the song, including its lyrics and the events and people upon which it was based. Students then answered questions …
Land rights source analysis – AT | Samples | Work samples | Resources
Land rights source analysis – ABOVE
Students listened to the song ‘From Little Things Big Things Grow’ by Paul Kelly and Kev Carmody. They worked in groups to conduct research into the song, including its lyrics and the events and people upon which it was based. Students then answered questions …
Land rights source analysis – ABOVE | Samples | Work samples | Resources
Federation: for and against – AT
Students were provided with a selection of primary and secondary sources detailing the key figures and events that led to Australia’s federation in 1901. The task involved extracting arguments for and against federation and then recording this information …
Federation: for and against – AT | Samples | Work samples | Resources
Refugees and citizenship – AT
Students completed three tasks to explore different perspectives on the experiences of refugees in Australia. These tasks took place at differing stages of a unit of work on migration. Firstly, students were provided with a list of notable Australians …
Refugees and citizenship – AT | Samples | Work samples | Resources
A refugee’s suitcase – AT
Students watched the episode ‘Cuc Lam’s Suitcase’ from the National Treasures series produced by the National Film and Sound Archive. They were asked to imagine they were a refugee from the Vietnam War and describe the contents of the suitcase they would …
A refugee’s suitcase – AT | Samples | Work samples | Resources
Australia: your life so far – AT
Students produced a ‘profile’ of Australia on the eve of federation in 1901. In class during one 50-minute lesson, they completed sections of a teacher-created proforma to draw together information and ideas from their study of Australia’s history and …
Australia: your life so far – AT | Samples | Work samples | Resources