Humanities and social sciences / Year 4 / Inquiry and skills / Analysing

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Curriculum content descriptions

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)

Elaborations
  • exploring different points of view about a familiar event (for example, Australia Day, National Sorry Day) or issue (for example, a school issue, an environmental issue)
  • exploring different stories associated with a past event to discover the experiences, thoughts or feelings of the people at that time (for example, the points of view of male, female and child convicts, soldiers, free settlers, some Aboriginal and Torres Strait Islander people in the early colonial era)
  • identifying differing viewpoints and considering their related ethical implications when discussing the past and present (for example, personal preference versus respecting the law such as personal freedom versus following the legal requirement to wear a bike helmet; different views over time about people’s character such as convicts who stole food were sinful)
  • exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)
  • sharing aspects of their cultural identity and considering how it might be similar and different to the cultural identity of others
  • identifying stereotypes presented in texts and pictures, such as generalisations about gender roles, and talking about who is advantaged by stereotypes and who is disadvantaged
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
ScOT terms

Attitudes,  Beliefs,  Respect

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        Your search returned 36 results

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        Dirk Hartog 1616 – 2016: A Resource for Year 3 and 4 History Teaching

        • TLF-IDA004035

        This resource uses the story of Dirk Hartog, in the context of the Dutch East India Company and journeys to the Spice Islands, to develop historical inquiry skills as well as sequencing and use of historical terms. A shorter resource has also been included to support Year 3 teachers to explore the significance of Hartog's ...

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        Online

        Digital Stories of the Land

        • TLF-IDM019609

        This is website that presents a collection of digital stories about the connection people have with their surroundings, in particular the land. The resource has three sections: Introductory information; Story Objects; and Story Education Resources. There are 11 Story Objects, all videos that present personal stories of ...

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        Text

        Work sample Year 4 HASS F-6: Environments and sustainability

        • TLF-IDA003944

        This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 4 HASS F-6. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation of ...

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        Online

        Cats, Dogs and Us: Lesson Plans (years 3-4)

        • TLF-IDM018259

        This teacher resource is an International Fund for Animal Welfare (IFAW) resource designed to encourage students to examine the physical characteristics and natural behaviours of cats and dogs, and discuss the various ways we live with and care for cats and dogs around the world. It consists of nine lesson plans, two worksheets, ...

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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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        Interactive

        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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        Interactive

        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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        Interactive

        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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        Interactive

        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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        Video

        My Place - Episode 25: Before Time: Bunda, Fishing

        • TLF-IDM009368

        At the creek, Bunda's father tells him and his brother to catch a fish. Each uses a different method of fishing and Bunda's method of building a small dam proves to be the most successful. Their father is annoyed that they are not working together.

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        Video

        Pocket Compass, Ep 5: An immigration nation

        • TLF-IDM024901

        Prime Minister Malcolm Turnbull once described Australia as an 'immigration nation'. What do you think he meant by that? Do you agree? |Watch four very different people speak about their experiences as first- and second-generation migrants. What were some reasons they or their parents migrated to Australia?

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        Video

        Indigenous bags and textiles

        • TLF-IDM025034

        Have you ever wondered why your bags are made from certain materials? There are many factors involved, including usage and availability of material. In this video, learn what the Kun-maj (small fishing bag) is made of and how it is made. Why is it strung together rather than woven? How is it different from Yvonne Koolmatrie’s ...

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        Video

        Birds and totems

        • TLF-IDM025151

        Yuin, Bunurong and Tasmanian man Bruce Pascoe shares his delight in encountering birds on Country. Bruce explains the significance of Umburra, or black duck, and his obligation to care for the species. Bruce explains that his brothers and sisters look after other animals, such as kangaroos, bream, wallabies, flathead and ...

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        Video

        Indigenous watercrafts

        • TLF-IDM025033

        Did you know that many different types of watercrafts were used by the Aboriginal and Torres Strait Islander communities? Watercrafts varied in design, size and materials. Learn about two specific examples: the Ningher and the nawi. Why do you think the people from lutruwita and the Eora nation had such different watercrafts? ...

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        Video

        Walking on Aboriginal land

        • TLF-IDM021469

        Benjamin Church works for the Royal Botanic Gardens Victoria. Watch as Ben welcomes visitors through the Welcome to Country ceremony. Why do people place leaves in the fire? What does that signify? As Ben takes his visitors through the Royal Botanic Gardens, he explains the importance of land to Aboriginal people.

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        Video

        Trees and connection

        • TLF-IDM025150

        Yuin, Bunurong and Tasmanian man Bruce Pascoe explains his connection to Country and introduces us to a family of trees. In what ways does Bruce’s relationship with the Earth differ from yours?

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        Video

        My Place - Episode 26: Before Time: Barangaroo, Yabbies

        • TLF-IDM009371

        Barangaroo and Mung collect yabbies for the cook-off. When Barangaroo returns to the camp she finds that Mung has gone missing in Mumuga country, so she and her friends go searching for him.

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        Video

        My Place - Episode 25: Before Time: Bunda, Water

        • TLF-IDM009369

        Bunda and his brother Garadi are competing with each other to find the best method of transporting water. Bunda constructs a raft to carry the water down the river, while his brother carries his water on foot. Bunda's father then tells his sons to bring him something that takes two to get.

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        Online

        Research and adopt a veteran

        • TLF-IDM019080

        This resource guides teachers through the process of researching the historical records of a Australian First World War veteran. School communities are encouraged to 'adopt' a local veteran. Part of the Bringing communities together series in response to the NSW State ANZAC Centenary.

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        Video

        Farms and people’s connections to them: producer video

        • TLF-IDM019431

        This is a video about the operation of the Outback Pride project and the value of the Australian native food produced in conjunction with Aboriginal peoples. To a visual background of the nursery at Reedy Creek in South Australia and some of 25 Aboriginal communities involved in the project in SA and Northern Territory, ...

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