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

Curriculum content descriptions

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

Elaborations
  • reflect on primary and secondary sources used and how this may have influenced the validity of the conclusions of the inquiry (for example, sample size of survey, the date a secondary source was created and the views that prevailed at the time)
  • posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute to a sustainable environment?’)
  • identifying the effects of decisions about economics and business and/or civics and citizenship issues
  • assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)
  • analysing successful solutions to problems and considering if problem-solving approaches can be applied to challenges relevant to their personal or school context
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
ScOT terms

Data representation,  Business and enterprise

Online

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

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

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

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

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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Biodiversity – sustainability action process (Years 3–6)

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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In this lesson students will explore the concepts behind the “Reduce, Reuse, Recycle” slogan. They will examine the process of recycling and perform a commercial with a backdrop made of recycled materials.

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The historical legacy of John Glover

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Meet the Fremantle Port Hostesses

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Becoming a Wine Maker

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Radio National: Peter Lalor's Bakery Hill speech

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Royal Australian Mint: learning

This website provides a range of resources and activities and activities for students and teachers about the history of Australian currency, the minting process and Australia's decimal currency. Of note is an interactive slideshow with high resolution images of currencies from Indigenous barter systems to modern Australian ...

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The British arrive in Tasmania

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Rewind: What is 'living history'?

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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Communicating in the colonial era

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This Place: Birian Balunah - the birthing of the rivers

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Untold Stories, Ep 14: Who was the first Anzac to step ashore the beaches of Gallipoli?

Since 1915, there has been debate over who was the first Australian soldier to step ashore at Gallipoli. The people of Maryborough, Queensland, claim it was Lieutenant Duncan Chapman. What evidence is there that Lieutenant Duncan Chapman was the first Anzac ashore? How has the community of Maryborough commemorated his life?

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Untold Stories, Ep 12: The submarine that ran amok at Gallipoli

Alec Nichols was a farm boy from the Sunshine Coast who joined the navy at the age of 18. During World War I, he was one of 35 men on the AE2 submarine that broke through enemy lines in the Dardanelles strait. After five days of sustained attacks from the Turkish navy, the submarine had to surface. The men were captured ...