Curriculum Outcomes



  • The impact of a significant development or event on an Australian colony (ACHASSK108)
  • The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
  • The role that a significant individual or group played in shaping a colony  (ACHASSK110)
  • The environmental and human influences on the location and characteristihistorycs of a place and the management of spaces within them (ACHASSK)

Inquiry and Skills

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
  •  Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
  • Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
  • Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)
  • Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)
  • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
  • Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
  •   Evaluate evidence to draw conclusions (ACHASSI101)
  • Work in groups to generate responses to issues and challenges (ACHASSI102)
  • Use criteria to make decisions and judgements and consider the advantages and disadvantages of preferring one decision over others (ACHASSI103)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)



  • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)                 
  • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) 
  • Plan, draft and publish imaginative, informative and persuasive print     and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
  • Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)
  • Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
  • Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)



  • Use estimation and rounding to check the reasonableness of mathsanswers to calculations (ACMNA099)
  • Create simple financial plans (ACMNA106)
  • Compare, order and represent decimals (ACMNA105)
  • Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)


Outcomes are taken from the Australian Curriculum, Assessment and Reporting Authority Creative Commons licence, 2010




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Curriculum Outcomes


Planning for Inquiry (Kath Murdoch/Kathy Short Inquiry Model)arrows-1577983_960_720

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