Humanities and social sciences / Year 4 / Inquiry and skills / Evaluating and reflecting

Version 8
Switch to version 9
View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Draw simple conclusions based on analysis of information and data (ACHASSI079)

Elaborations
  • describing risks in past times (for example, for those involved in sea travel, exploration and colonisation) and making inferences about similar risks today (for example, the risks of space and deep sea exploration, colonising other planets, adapting to life in a new environment)
  • explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change
  • finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; local government services and how people benefit)
  • concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)
  • using new knowledge to make an argument on a topic relevant to them and their community (for example, whether they agree with a school rule, a proposed change in the community, what the local government can do about an issue)
  • reflecting on how people of the past are represented in fiction and other sources, and critically examining stereotypes in their representations (for example, claims that women did not work, inferences that all Aboriginal and Torres Strait Islander Peoples are the same)
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Data analysis,  Reasoning,  Geographic location,  Spatial technologies

Refine by resource type

Refine by year level


Refine by learning area


Refine by topic

Related topic
  • No suggestions

7 direct matches to ACHASSI079 | 13 other related resources
Showing the top 20 search results

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 ...

View detailsView resource
Interactive

Discovering Democracy: rules and laws

  • TLF-IDL9510

Find out why societies need laws by interacting with a slideshow of images and text presenting the development of road rules. Students identify the need for rules and laws on our roads and in society and complete a related task.

View detailsView resource
Online

Cats, Dogs and Us: Education pack (years 3-4)

  • TLF-IDM018258

This education pack is an International Fund for Animal Welfare (IFAW) resource designed to build students' understanding about the special place domestic cats and dogs have in people's lives. The pack consists of a teaching guide, a student magazine and six student worksheets focusing on topics such as the physical characteristics ...

View detailsView resource
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 ...

View detailsView resource
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.

View detailsView resource
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.

View detailsView resource
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.

View detailsView resource
Video

Magical Land of Oz: Koalas and climate change

  • TLF-IDM025103

The koala population in rural NSW has been declining over the years due to drought and heatwaves. What causes some of the temperature extremes experienced in this region? Dr Mella believes koalas normally get most of the moisture they need to stay hydrated from eucalyptus leaves. What has changed in recent years that means ...

View detailsView resource
Online

Archives ACT: find of the month

  • TLF-IDM021249

This topic-based collection of primary source material provides a rich and varied source of official documents, guides and background information on the civic history of Canberra and the Australian Capital Territory. Produced monthly, this eclectic collection covers topics including the history of monuments, architecture, ...

View detailsView resource
Video

The Traditional Owners of Perth: Whadjuk country

  • TLF-IDM024937

Ever wondered what life was like for the traditional owners of Perth before the British arrived in 1829? Whadjuk [pronounced wod-JUK] Noongar Elder and ambassador Dr Noel Nannup talks about traditional Whadjuk ways of life and key cultural places in Perth, and he teaches us the Noongar words for some Perth suburbs (such ...

View detailsView resource
Text

Victorian Heritage Database

  • TLF-IDM019871

This is a rich, interactive resource that lists Victoria’s most significant heritage: places, objects, shipwrecks and archaeological sites. It has four main sections: Introduction; Explore heritage map; Recommended tours; and Timeline browser. The Explore heritage map searches for sites and provides information and images ...

View detailsView resource
Online

Sustainability and Sydney Metro – Stage 2

  • TLF-IDM025447

This inquiry-based unit of work was created, trialled and peer reviewed as part of a professional learning program in inquiry-based learning for school teachers. The professional learning courses were part of a pilot partnership between the NSW Government’s Sydney Metro transport agency and Western Sydney University.

View detailsView resource
Interactive

Rainforest: make a walking track

  • TLF-IDL352

Mark the route for a walking track on a map of a rainforest. Choose a section of track based on instructions about distances, compass directions and grid references. Keep adding sections of track to get to the rest house. As you go, look up the meaning of tricky words.

View detailsView resource
Interactive

Gold rush: level 2

  • TLF-IDL680

Dig for gold on the Ballarat goldfields in 1865. Try your luck at alluvial or shaft mining. Buy a miner's permit, tools and enough supplies to last a month. Discover how hard life was on the goldfields. Explore a map showing the countries migrants left to join the gold rush in Australia. Find out which towns developed due ...

View detailsView resource
Interactive

Gold rush: level 1

  • TLF-IDL702

Dig for gold on the Ballarat goldfields in 1865. Try your luck at alluvial or shaft mining. Buy a miner's permit, tools and enough supplies to last a month. Discover how hard life was on the goldfields. Explore a map showing the countries migrants left to join the gold rush in Australia. Find out which towns developed due ...

View detailsView resource
Interactive

Read between the lines: park

  • TLF-IDL8205

Read signs around a park to gather information that will help you answer a question about the park. Analyse the information in each sign to work out the implied meaning, and to determine people's opinions, feelings and ideas about the park and whether it is a healthy place for children. Record your opinion of what each ...

View detailsView resource
Video

My Place - Episode 24: 1788: Dan, Governor's orders

  • TLF-IDM009365

Dan tries to compensate Waruwi for the loss of her dingo by taking a number of items from around the camp and giving them to her. Dan drums out the marines as they march to the point.

View detailsView resource
Video

My Place - Episode 24: 1788: Dan, Cat-o'-nine-tails

  • TLF-IDM009366

Dan prepares to endure a flogging after disobeying orders and leaving his post. However, his punishment is abandoned after Waruwi appears with a puppy for the governor.

View detailsView resource
Interactive

Botany of Kamay

  • TLF-IDM025764

This resource explores the plants of Kamay Botany Bay – their significance to the Aboriginal people of Kamay, and to the botanists on the Endeavour in 1770. This resource is one part of the 'Endeavour – eight days in Kamay' resource.

View detailsView resource
Online

Sydney Metro – creating a website – Stage 2

  • TLF-IDM025443

This inquiry-based unit of work was created, trialled and peer reviewed as part of a professional learning program in inquiry-based learning for school teachers. The professional learning courses were part of a pilot partnership between the NSW Government’s Sydney Metro transport agency and Western Sydney University. Students ...

View detailsView resource