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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

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

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

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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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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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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World heritage: Kakadu information display

Look at descriptions of Kakadu National Park in the Northern Territory. Help a park ranger to sort facts and pictures for an information display. Use a model structure, sample text and images to build a description for visitors. Include sections on the park's location, wildlife and cultural importance.

Online

The Australian Colonies: gold

This inquiry-based unit presents students with a range of visual primary sources to spark curiosity about life in the 1800s. Each activity introduces a new concept related to the Australian Gold Rushes.

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Cotton Australia fact sheets

This library provides a series of one to two page fact sheets on a range of topics related to the Australian cotton industry including: an overview of the industry, history of the cotton industry in Australia and in the world; economics of Australian cotton; biotechnology; climate challenges and cotton; properties of cotton ...

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We Remember Anzac: primary resource

Developed to commemorate the centenary of Anzac, this book provides an an Order of Service and step-by-step instructions to assist teachers and community groups to organise a respectful commemorative event. A series of four inquiry-based investigation supported by primary and secondary source material support students to ...

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Greenway and Macquarie

This learning activity consists of 3 tasks examining the work of Francis Greenway, appointed Colonial Architect by Governor Lachlan Macquarie. Students analyse visual sources to access the impact made by the Macquarie – Greenway partnership on the development of the colony of Sydney in the early nineteenth century. Included ...

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My Place - Episode 24: 1788: Dan, First contact

Dan is ordered to capture Waruwi's dingo for the governor. He tries to warn Waruwi that the marines plan to take her dog but is unable to communicate his intentions in time. Waruwi attacks the camp with stones, putting the marines on a state of alert.

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'Arrival of the mail, Myers Flat diggings', probably 1850s

This is a black-and-white print, measuring 17.7 cm x 21.6 cm, created from a wood engraving. It shows two men seated on a horse-drawn, two-wheeled buggy. Nine miners are gathered by the buggy, awaiting the delivery of letters, reading letters or newspapers and exchanging news. Although not visible on this image, the title ...

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Australian gold diggings, c1855

This is an oil painting measuring 70.5 cm x 90.3 cm, painted about 1855 by Edwin Stocqueler (1829-1895), showing men working on the Bendigo gold field in Victoria. The men are panning, puddling and cradling for gold on both sides of a stream in a tent-dotted valley. The valley is stark, with only a few trees remaining. ...

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Pacific Islanders harvesting cane on Bingera Plantation, 1884

This sepia photograph shows around ten Pacific Islander labourers in a sugar-cane field at Bingera Plantation near Bundaberg in Queensland as the cane is being harvested. A well-dressed European man and two young children pose in the cleared foreground, while in the mid-ground stands a fully laden horsedrawn wagon with ...

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Rainforest: use compass points

Use compass points and a scale to find places on a map. Understand abbreviations such as N, W, SW and E. Follow instructions to find four locations. As you go, look up the meaning of tricky words.

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Rainforest: make a walking track

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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Pacific Islander labourers planting sugar cane, Mackay, 1870s

This is a black-and-white photograph showing large groups of poorly dressed indentured Pacific Islanders planting sugar cane on a plantation at Mackay in Queensland. Fourteen or more Pacific Islanders are manually placing sugar-cane cuttings at regular intervals in long furrows. Two mounted white men oversee their work ...

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Pacific Islander labourers outside slab-hut dwellings, late 1800s

This is a black-and-white photograph showing indentured Pacific Islanders and their families posing by their slab-hut homes, probably on a coastal Queensland sugar plantation. They are wearing Western-style clothes, with the women in long skirts and the men wearing jackets and trousers. The huts appear to have been constructed ...

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Former Pacific Island indentured labourers waiting for deportation, 1906

This black-and-white photograph shows Pacific Islanders mustered at the Cairns Court House in Queensland awaiting a medical examination prior to their deportation under the Australian Government's 1901 Pacific Island Labourers Act. The group, including a woman, some children and an Islander holding a bicycle, would probably ...