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

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View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)

Elaborations
  • categorising information using digital and non-digital graphic organisers (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, scattergrams, decision-making matrixes and bibliography templates)
  • constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time in colonial Australia; the different climates of Europe and North America; population growth of Australian colonies; cultural and religious groups in Australia at different times; influences on consumer purchasing decisions)
  • deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or information to be collected
  • mapping geographical data using spatial technologies (for example, the location of recent bushfires in Australia, or information they have collected through fieldwork)
General capabilities
  • Literacy Literacy
  • Numeracy Numeracy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Historical sources,  Maps (Geographic location),  Information retrieval,  Tables (Data),  Graphs (Data representation),  Diagrams,  Human settlements

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

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

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

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Biodiversity – sustainability action process (Years 3–6)

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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.

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Colonial Australia: defining moments, 1788–1900

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This module provides resources and interactive classroom activities for studying colonial Australia in the nineteenth century. Students engage with texts, images, and objects to learn about the significant events and people that shaped the Australian colonies, and the effects of colonisation on the environment. The resource ...

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Mary Watson and the Sea Cucumber Tank

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The Australian colonies

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This webpage hosts a collection of learning sequences and workbooks, where students look at colonial Australia in the 1800s, the founding of British colonies and the development of a colony. It provides a six-week historical learning sequence comprised of four sequential inquiries where students explore lives of people ...

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Notable colonials

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In this learning sequence, students investigate the significance of colonial painter Tom Roberts. With strong links to visual arts, students reproduce part of a Tom Roberts painting and explain its significance. The second activity is an independent inquiry into an individual who had a significant part in shaping the colony ...

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Places and environments

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This resource explores a contemporary Australian bushfire event. Through investigation of the case study, students will examine the location and extent of the bushfire, the impact on vegetation, animals and people and the role of government agencies in bushfire management. Shaped as a second inquiry, students will create ...

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CFA Bushfires - a geography resource for Australian students

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