Humanities and social sciences / Year 5 / Inquiry and skills / Evaluating and reflecting

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Curriculum content descriptions

Evaluate evidence to draw conclusions (ACHASSI101)

  • drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments)
  • analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental causes)
  • exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures
  • exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, migrants, South Sea Islanders)
  • acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship of natural places)
  • explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)
  • forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate to the issue
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Evaluation,  Judgement

Tablet friendly (Interactive resource)

Patrick Brennan: the legend of Ned Kelly

Play the role of a reporter in 1881. Produce a feature article for a newspaper about the life of Ned Kelly. Review a brief history. Interview his friends and enemies. Gather evidence of social and political influences that affected Ned Kelly’s life. Compile an article that explores the myth and decide whether Ned Kelly ...

Interactive Resource

Invictus Games Sydney 2018 – Stage 3 – Adaptivity and Invictus

This Stage 3 unit explores the idea of ‘adaptivity’ and identity across a number of KLAs. Students will answer the question ‘What is adaptivity?’ and will develop an understanding of how adaptivity serves inclusivity, especially in relation to adaptive sport. Students will explore the history and future of prosthetics. ...

Teacher resource

People power - unit of work

This is an extended unit of work about how popular movements achieved change in Australia. It comes from the 'Discovering democracy' series of units and includes studies of the Eight Hour Day campaign from the 1850s, the Equal Pay campaign of the 20th century and the Freedom Ride of 1965. The unit contains four focus questions ...

Interactive Resource

Sustainability action process: Thermal comfort (Years 3–6)

This resource guides students through an extended school-based or local investigation focused on thermal comfort using the five-step sustainability action process. The resource supports the investigation of a real-world issue or problem. Students develop and implement a chosen sustainability action and then evaluate and ...


Biodiversity and farming for a healthy planet

This is a digital resource containing information and resources, such as printable games, that relate to biodiversity and farming, and how food and materials can be produced while protecting the Earth's natural resources. It includes an extensive glossary of important terms, and external links to teacher and student resources ...