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

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Curriculum content descriptions

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Elaborations
  • finding information about the past in primary sources (for example, maps, stories, songs, music, dance, diaries, official documents, artworks, artefacts, remains of past industry, newspapers of the day, advertisements, rule lists, interview transcripts)
  • finding geographical information in primary sources (such as fieldwork and photographs) and secondary sources (such as maps, plans and reports in digital and non-digital form)
  • using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to collect information (for example, to identify the environmental characteristics of the major countries of Europe and North America)
  • conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in a planning or environmental dispute)
  • finding data and information that supports decision-making processes when investigating an economics or business issue including online, observation and print sources (for example, interviews, surveys, case studies)
  • finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of people
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Data collection,  Ethics,  Human settlements,  Geographic location,  Information management

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    11 direct matches to ACHASSI095 | 9 other related resources
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    • TLF-IDM025407

    This resource explores the history of Broome and the rich multicultural community that supported its pearling industry. The site features a virtual museum providing a range of primary source material including photographs, newspaper extracts, historical documents, video and audio recordings. The site explores the history ...

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    Text

    Journeys and Connections

    • TLF-IDM016562

    This resource displays objects related to stories of migration to Australia. Students locate and research relevant objects in their own community and create a digital story of migration. The resource uses objects from the Australian Journeys exhibition at the National Museum of Australia.

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    Online

    CFA Bushfires - a geography resource for Australian students

    • TLF-IDM012439

    This is an illustrated PDF with comprehensive information about the causes and behaviours of bushfire as well as the impact fires have on natural and human environments. Taking a geographic perspective, the text is supported with photographs, maps, aerial photography, diagrams, and tables. Each chapter includes activities ...

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    Interactive

    World heritage: Kakadu information display

    • TLF-IDL5813

    Look at descriptions of Kakadu National Park in the Northern Territory. Help a park ranger to sort facts and pictures for an information display. Use a model structure, sample text and images to build a description for visitors. Include sections on the park's location, wildlife and cultural importance.

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    Online

    Making history

    • TLF-IDA003503

    This resource supports students, individuals and community groups to research, produce and share a short digital history about a person or event.

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    Interactive

    Thermal comfort – sustainability action process (Years 3–6)

    • TLF-IDM020973

    This thermal comfort learning resource will guide students through an extended school based investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

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    Biodiversity – sustainability action process (Years 3–6)

    • TLF-IDM020872

    This biodiversity learning resource guides students through an extended school based investigation. Students develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

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    Waste and materials – sustainability action process (Years 3–6)

    • TLF-IDM020974

    This resource guides students through an extended school-based or local investigation focussed on waste and materials 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 ...

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    Kitchen gardens – sustainability action process (Years 3–6)

    • TLF-IDM020972

    This resource guides students through an extended school-based or local investigation focussed on kitchen gardens 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 ...

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    Sustainable transport – sustainability action process (Years 3–6)

    • TLF-IDM021173

    This sustainable transport learning resource will guide students through an extended school based investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

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    Online

    Whose Country: exploring First Nations peoples languages map (7-13yrs)

    • TLF-IDA002848

    Learning about Aboriginal and Torres Strait Islander languages can help children build their understanding of land, water and people. This activity helps to assist the identification of the language group/s on which the school, youth group or home is situated. To understand local perspectives and support these activities, ...

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    Say hello in Dharug

    • TLF-IDM021093

    Watch this video to learn how to greet someone in the Dharug language, spoken by the Indigenous people of the Sydney Basin area. How do you say 'hello, how are you?' in Dharug? And what are the words for good and bad? Practise these phrases with Jacinta Tobin and then teach them to a friend or family member.

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    Meet the Fremantle Port Hostesses

    • TLF-IDM025099

    In the 1960s, Marie Novak and Pauline Noble worked for the Fremantle Port Authority as hostesses, welcoming new migrants who arrived by ship. Why were hostesses needed? How do Marie and Pauline describe their time as hostesses? Compare the migration experiences of Marie's and Pauline's families. How did their backgrounds ...

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    Aboriginal Cultures, Ch 1: Introduction to culture with Aunty Julie

    • TLF-IDM025732

    What does culture mean to you? We all have a culture we identify with, whether it's linked to our nationality, ethnicity, religious beliefs or language. For Aboriginal and Torres Strait Islander peoples, culture plays an especially significant role. Why do you think this is? Think about what happened to Aboriginal Country, ...

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    This Place: Burringurrah - the boy who ran from initiation

    • TLF-IDM025423

    Charlie Snowball tells the story of Burringurrah, a landform named after a boy who ran away from tribal initiation. Also known as Mount Augustus, Burringurrah in Western Australia is often claimed to be the world’s largest rock. What other significant rock features is Australia known for?

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    This place: Dreamtime story of the Nambucca River

    • TLF-IDM025891

    Hear the Dreamtime story of the Nambucca River on Gumbaynggirr Country (North Coast of New South Wales). What is the river called in Gumbaynggirr? What made the imprint in the land around Nambucca River? There's a bend in the river called Baga Baga in Gumbaynggirr. Why is it called this?

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    Video

    Rewind: What is 'living history'?

    • TLF-IDM021164

    In 2004, a re-enactment of the Second Battle of Vinegar Hill was carried out on site to commemorate the 100-year anniversary of the battle. The activity, which involved accurate use of costumes, equipment and other props from the era of the battle, is called 'living history'. According to this video, what are some of the ...

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    BTN: Aboriginal astronomy

    • TLF-IDM021612

    Many ancient cultures studied the night sky, and we know this because it is reflected in some of the earliest stories we have on record. Learn about one of these stories in this video. Other than the Dreamtime stories, what other evidence might there be that the Aboriginal people studied the stars?

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    Impact of European settlement on Aboriginal Tasmanians video

    • TLF-IDM021128

    Aboriginal Tasmanians had inhabited Tasmania for over 40,000 years before the arrival of European settlers. What do you think life was like for Aboriginal Tasmanians before then? Why might have they embarked on a war, called the 'Black War', once settlers began arriving in Tasmania, despite existing relatively peacefully ...

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    The British arrive in Tasmania

    • TLF-IDM025014

    Learn why, in 1803, the British established a colony in Tasmania, at Hobart Town. Find out about the hardships faced by the convicts and early colonists and the early industries that helped some of them prosper. Find out about the effect that displacement had on the local palawa people.

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