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

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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

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

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

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

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Pacific Islander labourers in the Mackay District, late 1800s

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