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Humanities and social sciences / Year 5 / Inquiry and skills / Communicating

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Australian Curriculum, Assessment and Reporting Authority

Curriculum content descriptions

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Elaborations

selecting appropriate text types to convey findings, conclusions and understandings (for example, imaginative journals, narrative recounts, reports and arguments)
describing the relative location of places and their features in Australia and in selected countries of North America and Europe
selecting and applying appropriate media and strategies to suit their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
using accurate and subject-appropriate terms (for example, historical terms such as ‘colonial’, ‘the gold era’, ‘migration’, ‘penal’; geographic terms such as ‘characteristics’, ‘environmental’, ‘human’, ‘ecosystems’, ‘sustainable’, ‘settlement’, ‘management‘; civics terms such as ‘electoral process’, ‘democracy’, ‘legal system’, ‘shared beliefs’; and economic terms such as ‘scarcity’, ‘choices’, ‘resources’, ‘businesses’, ‘consumers’, ‘needs and wants’, ‘goods and services’)

General capabilities

Literacy
Information and Communication Technology (ICT) capability

ScOT terms

Oral presentations, Historical sources, Creating texts, Data representation, Word meanings, Narratives, Geographic location

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Year 5 history assessment - Investigating the colonial period in Australia: Shaping the Australian colonies

TLF-IDM014414

This is an assessment package that uses the Year 5 Australian Curriculum history achievement standard to gather evidence about how well students have demonstrated what they know, what they understand and what they can do in relation to the topic 'The Australian Colonies'. Students develop and deliver a multimodal presentation ...

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