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
F-6/7 Humanities and Social Sciences - Year 5
Analysing Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099) Evaluating and reflecting Work in groups to generate responses to issues and challenges (ACHASSI102) Use criteria to make decisions …
F-6/7 Humanities and Social Sciences - Year 5 | Responsibility and enterprise | 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
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
Establishing a new colony – ABOVE
Students investigated the early years of settlement of one Australian colony. Using sources provided by the teacher, and with the regular support of the teacher-librarian, they generated a series of inquiry questions to lead to the creation of a collection …
Establishing a new colony – ABOVE | Samples | Work samples | Resources
Establishing a new colony – AT
Students investigated the early years of settlement of one Australian colony. Using sources provided by the teacher, and with the regular support of the teacher-librarian, they generated a series of inquiry questions to lead to the creation of a collection …
Establishing a new colony – 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
Eureka Stockade: rights and responsibilities – ABOVE
Students studied the people and events of 1854 at Ballarat, Victoria. They explored the living and working conditions on the goldfields and the specific actions associated with the Eureka Stockade. At the end of the unit they entered their ideas about …
Eureka Stockade: rights and responsibilities – ABOVE | Samples | Work samples | Resources
Eureka Stockade: rights and responsibilities – AT
Students studied the people and events of 1854 at Ballarat, Victoria. They explored the living and working conditions on the goldfields and the specific actions associated with the Eureka Stockade. At the end of the unit they entered their ideas about …
Eureka Stockade: rights and responsibilities – AT | Samples | Work samples | Resources
Intercultural Understanding - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Challenge stereotypes and prejudices explain the impact of stereotypes and prejudices on individuals and groups within Australia
Intercultural Understanding - Level 4 (Years 5 and 6) | Competencies and skills | 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
F-6/7 Humanities and Social Sciences - Years 5 and 6
Year 5 Knowledge and understanding (Geography sub-strand) Content descriptions with elaborations: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation …
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 5 and 6
Year 6 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Examine how identities are influenced by people and places (ACPPS051) identifying how personal qualities contribute to identities …
Health and Physical Education - Years 5 and 6 | Food and wellbeing 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
F-6/7 Humanities and Social Sciences - Years 5 and 6
F-6/7 HASS (Geography sub-strand) Year 5 The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027) The environmental and human influences on the location and …
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Aboriginal and Torres Strait Islander Histories and Cultures - Years 5 and 6
Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the …
Aboriginal and Torres Strait Islander Histories and Cultures - Years 5 and 6 | Conservation and sustainability | Dimensions | Curriculum connections | Resources