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Let's teach! Primary

Year 5 Worksheets

Let’s teach! Primary provides a collection of Year 5 worksheets for HASS, science, health and more. These interactive worksheets accompany each curriculum-aligned lesson as downloadable files, meaning they can be completed digitally, or printed and passed out to students.

Let’s teach! Primary (LTP) is a curriculum-aligned digital teaching tool that provides learning content for Years 1 to 6. All content is written to the Australian Curriculum and mapped to both the Victorian and Western Australian Curriculums, as well as the NSW syllabus.

Each learning area is organised into four separate units, with each unit containing lessons and worksheets that are intended to be taught over a term. This structure provides teachers with a flexible program that can be followed prescriptively or adapted.

Lesson plans are included for every Year 5 lesson and work to support teachers in their preparation and delivery of curriculum-aligned learning content. Teaching strategies are suggested at the start of each lesson plan, and differentiation points are provided to allow for easy adaptation to meet classroom needs.

Each lesson uses interactive page sliders which allows teachers to deliver the most engaging content possible, helping students make deeper connections with the learning outcomes while they explore the integrated links, videos, maps and more.

To ensure the completion of the entire teaching process, Let’s teach! Primary provides downloadable worksheets that students can use to consolidate their learning and deepen their understanding with real-world context.

To recap, all you have to do is:

  1. choose your learning area
  2. follow the step-by-step lesson plan
  3. present the student pages and share the worksheets

Let’s teach! Primary provides full curriculum coverage of every included learning area, with our online presence allowing the platform to be an ever-evolving mapping tool.

Please see all Year 5 Curriculum links below:

Australian Curriculum
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KNOWLEDGE AND UNDERSTANDING
Biological sciences
ACSSU043 – Living things have structural features and adaptations that help them to survive in their environment
Chemical sciences
ACSSU077 – Solids, liquids and gases have different observable properties and behave in different ways
Earth and space sciences
ACSSU078 – The Earth is part of a system of planets orbiting around a star (the sun)
Physical sciences
ACSSU080 – Light from a source forms shadows and can be absorbed, reflected and refracted

SCIENCE AS A HUMAN ENDEAVOUR
Nature and development of science
ACSHE081 – Science involves testing predictions by gathering data
and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
Use and influence of science
ACSHE083 – Scientific knowledge is used to solve problems and inform personal and community decisions

SCIENCE INQUIRY SKILLS
Questioning and predicting
ACSIS231 – With guidance, pose clarifying questions and make predictions about scientific investigations
Planning and conducting
ACSIS086 – Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks
ACSIS087 – Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate
Processing and analysing data and information
ACSIS090 – Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate
ACSIS218 – Compare data with predictions and use as evidence in developing explanations
Evaluating
ACSIS091 – Reflect on and suggest improvements to scientific investigations
Communicating
ACSIS093 – Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

KNOWLEDGE AND UNDERSTANDING
Geography
ACHASSK111 – The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia
ACHASSK112 – The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places
ACHASSK113 – The environmental and human influences on the location and characteristics of a place and the management of spaces within them
ACHASSK114 – The impact of bushfires or floods on environments and communities, and how people can respond

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

KNOWLEDGE AND UNDERSTANDING
History
ACHASSK106 – Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800
ACHASSK107 – The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed
ACHASSK108 – The impact of a significant development or event on an Australian colony
ACHASSK109 – The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony
ACHASSK110 – The role that a significant individual or group played in shaping a colony

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

PERSONAL, SOCIAL AND COMMUNITY HEALTH
Being healthy, safe and active
ACPPS051 – Examine how identities are influenced by people and places
ACPPS052 – Investigate resources and strategies to manage changes and transitions associated with puberty
ACPPS053 – Investigate community resources and ways to seek help about health, safety and wellbeing
ACPPS054 – Plan and practise strategies to promote health, safety and wellbeing
Communicating and interacting for health and well being
ACPPS055 – Practise skills to establish and manage relationships
ACPPS056 – Examine the influence of emotional responses on behaviour and relationships
ACPPS057 – Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours
Contributing to healthy and active communities
ACPPS058 – Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities
ACPPS059 – Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments
ACPPS060 – Identify how valuing diversity positively influences the wellbeing of the community

NSW Syllabus
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SKILLS
ST3-1WS-S – Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions
ST3-2DP-T – Plans and uses materials, tools and equipment to develop solutions for a need or opportunity
ST3-3DP-T – Defines problems, and designs, modifies and follows algorithms to develop solutions

KNOWLEDGE AND UNDERSTANDING
ST3-4LW-S – Examines how the environment affects the growth, survival and adaptation of living things
ST3-5LW-T – Explains how food and fibre are produced sustainably in managed environments for health and nutrition
ST3-6MW-S – Explains the effect of heat on the properties and behaviour of materials
ST3-7MW-T – Explains how the properties of materials determines their use for a range of purposes
ST3-8PW-ST – Explains how energy is transformed from one form to another
ST3-9PW-ST – Investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force
ST3-10ES-S – Explains regular events in the solar system and geological events on the Earth’s surface
ST3-11DI-T – Explains how digital systems represent data, connect together to form networks and transmit data.
ST2-8PW-ST – Describes the characteristics and effects of common forms of energy, such as light and heat

KNOWLEDGE AND UNDERSTANDING
GE3-1 – Describes the diverse features and characteristics of places and environments
GE3-2 – Explains interactions and connections between people, places and environments
GE3-3 – Compares and contrasts influences on the management of places and environments

SKILLS
GE3-4 – Acquires, processes and communicates geographical information using geographical tools for inquiry

HISTORICAL KNOWLEDGE
HT3-1 – Describes and explains the significance of people, groups, places and events to the development of Australia
HT3-2 – Describes and explains different experiences of people living in Australia over time
HT3-3 – Identifies change and continuity and describes the causes and effects of change on Australian society
HT3-4 – Describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples

SKILLS
HT3-5 – Applies a variety of skills of historical inquiry and communication

KNOWLEDGE AND UNDERSTANDING
PD3-1 – Identifies and applies strengths and strategies to manage life changes and transitions
PD3-2 – Investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others
PD3-3 – Evaluates the impact of empathy, inclusion and respect on themselves and others
PD3-4 – Adapts movement skills in a variety of physical activity contexts
PD3-5 – Proposes, applies and assesses solutions to movement challenges
PD3-6 – Distinguishes contextual factors that influence health, safety, wellbeing and participation in physical activity which are controllable and uncontrollable
PD3-7 – Proposes and implements actions and protective strategies that promote health, safety, wellbeing and physically active spaces
PD3-8 – Creates and participates in physical activities to promote healthy and active lifestyles

SKILLS
PD3-9 –Applies and adapts self-management skills to respond to personal and group situations
PD3-10 – Selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections
PD3-11 – Selects, manipulates and modifies movement skills and concepts to effectively create and perform movement sequences

Victorian Curriculum

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SCIENCE UNDERSTANDING
Science as a human endeavour
VCSSU073 – Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that directly affect people’s lives
Biological sciences
VCSSU074 – Living things have structural features and adaptations that help them to survive in their environment
VCSSU075 – The growth and survival of living things are affected by the physical conditions of their environment
Chemical sciences
VCSSU076 – Solids, liquids and gases behave in different ways and have observable properties that help to classify them
VCSSU077 – Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting
Earth and space sciences
VCSSU078 – Earth is part of a system of planets orbiting around a star (the Sun)
VCSSU079 – Sudden geological changes or extreme weather conditions can affect Earth’s surface
Physical sciences
VCSSU080 – Light from a source forms shadows and can be absorbed, reflected and refracted
VCSSU081 – Energy from a variety of sources can be used to generate electricity; electric circuits enable this energy to be transferred to another place and then to be transformed into another form of energy

SCIENCE INQUIRY SKILLS
Questioning and predicting
VCSIS082 – With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be based on previous experiences or general rules
Planning and conducting
VCSIS083 – With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials safely, identifying potential risks
VCSIS084 – Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data
Recording and processing
VCSIS085 – Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or relationships in data
Analysing and evaluating
VCSIS086 – Compare data with predictions and use as evidence in developing explanations
VCSIS087 – Suggest improvements to the methods used to investigate a question or solve a problem
Communicating
VCSIS088 – Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships

GEOGRAPHICAL CONCEPTS AND SKILLS
Place, space and interconnection
VCGGC085 – Describe and explain the diverse characteristics of places in different locations from local to global scales
VCGGC086 – Identify and describe locations and describe and explain spatial distributions and patterns
VCGGC087 – Describe and explain interconnections within places and between places, and the effects of these interconnections
Data and information
VCGGC088 – Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols
VCGGC089 – Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial technologies as appropriate
VCGGC090 – Interpret maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

GEOGRAPHICAL KNOWLEDGE
Diversity and significance of places and environments
VCGGK091 – Location of the major countries of Europe and North America, in relation to Australia and their major characteristics including the influence of people on the environmental characteristics of places in at least two countries from both continents
VCGGK092 – Location of the major countries of the Asian region in relation to Australia and the geographical diversity within the region
VCGGK093 – Differences in the demographic, economic, social and cultural characteristics of countries across the world
VCGGK094 – Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places
VCGGK095 – Impacts of bushfires or floods on environments and communities, and how people can respond
VCGGK096 – Environmental and human influences on the location and characteristics of places and the management of spaces within them
VCGGK097 – Factors that influence people’s awareness and opinion of places
VCGGK098 – Australia’s connections with other countries and how these change people and places

HISTORICAL CONCEPTS AND SKILLS
Chronology
VCHHC082 – Sequence significant events and lifetimes of people in chronological order to create a narrative to explain the developments in Australia’s colonial past and the causes and effects of Federation on its people
Historical sources as evidence
VCHHC083 – Identify the origin, content features and the purpose of historical sources and describe the context of these sources when explaining daily life in colonial Australia, reasons for migration and causes and effects of Federation
VCHHC084 – Describe perspectives and identify ideas, beliefs and values of people and groups in the past
Continuity and change
VCHHC085 – Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies
Cause and effect
VCHHC086 – Explain the causes of significant events that shaped the Australian colonies, contributed to Australian Federation and the effects of these on Aboriginal and Torres Strait Islander peoples and migrants
Historical significance
VCHHC087 – Explain the significance of an event and an individual or group that influenced change in the Australian colonies and in Australian society since Federation

HISTORICAL KNOWLEDGE
The Australian colonies
VCHHK088 – The social, economic and political causes and reasons for the establishment of British colonies in Australia after 1800
VCHHK089 – The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the daily life of the inhabitants, including Aboriginal and Torres Strait Islander peoples
VCHHK090 – The effects of a significant development or event on a colony
VCHHK091 – The causes and the reasons why people migrated to Australia from Europe and Asia, and the perspectives, experiences and contributions of a particular migrant group within a colony
VCHHK092 – The role that a significant individual or group played in shaping and changing a colony
Australia as a nation
VCHHK093 – The significance of key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government
VCHHK094 – The different experiences and perspectives of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children
VCHHK095 – The stories and perspectives of people who migrated to Australia, including from one Asian country, and the reasons they migrated
VCHHK096 – Significant contributions of individuals and groups, including Aboriginal and Torres Strait Islander peoples and migrants, to changing Australian society

PERSONAL, SOCIAL AND COMMUNITY HEALTH
Being healthy, safe and active
VCHPEP105 – Explore how identities are influenced by people and places
VCHPEP106 – Investigate resources to manage changes and transitions associated with puberty
VCHPEP107 – Investigate community resources and strategies to seek help about health, safety and wellbeing
VCHPEP108 – Plan and practise strategies to promote health, safety and wellbeing
Communicating and interacting for health and well being
VCHPEP109 – Practise skills to establish and manage relationships
VCHPEP110 – Examine the influence of emotional responses on behaviour, relationships and health and wellbeing
VCHPEP111 – Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours
Contributing to healthy and active communities
VCHPEP112– Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities
VCHPEP113 – Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment
VCHPEP114 – Investigate how celebrating similarities and differences can strengthen communities

Western Australian Curriculum

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SCIENCE UNDERSTANDING
Biological sciences
ACSSU043 – Living things have structural features and adaptations that help them to survive in their environment
Chemical sciences
ACSSU077 – Solids, liquids and gases have different observable properties and behave in different ways
Earth and space sciences
ACSSU078 – The Earth is part of a system of planets orbiting around a star (the sun)
Physical sciences
ACSSU080 – Light from a source forms shadows and can be absorbed, reflected and refracted

SCIENCE AS A HUMAN ENDEAVOUR
Nature and development of science
ACSHE081 – Science involves testing predictions by gathering data
and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
Use and influence of science
ACSHE083 – Scientific knowledge is used to solve problems and inform personal and community decisions

SCIENCE INQUIRY SKILLS
Questioning and predicting
ACSIS231 – With guidance, pose clarifying questions and make predictions about scientific investigations
Planning and conducting
ACSIS086 – Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks
ACSIS087 – Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate
Processing and analysing data and information
ACSIS090 – Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate
ACSIS218 – Compare data with predictions and use as evidence in developing explanations
Evaluating
ACSIS091 – Reflect on and suggest improvements to scientific investigations
Communicating
ACSIS093 – Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

KNOWLEDGE AND UNDERSTANDING
Factors that shape the environmental characteristics of places
ACHASSK111(WA)* – The main characteristics (e.g. climate, natural vegetation, landforms, native animals) of the continents of South America and North America, and the location of their major countries in relation to Australia
ACHASSK112 – The way people alter the environmental characteristics of Australian places (e.g. vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations, mining)
ACHASSK113 – Features of environments (e.g. climate, landforms, vegetation) influence human activities and the built features of places
ACHASSK114 – The impact of bushfires or floods on environments and communities, and how people can respond
The Earth’s environment sustains all life
ACHASSK087(WA)* – The main characteristics (e.g. climate, natural vegetation, landforms, native animals) of the continents of Africa and Europe, and the location of their major countries in relation to Australia

HUMANITIES AND SOCIAL SCIENCES SKILLS
Questioning and researching
WAHASS50 – Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map)
WAHASS51 – Develop and refine a range of questions required to plan an inquiry
WAHASS52 – Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet)
WAHASS53 – Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise)
WAHASS54 – Use ethical protocols when gathering information and/or data (e.g. acknowledge the work of others, reference work appropriately, obtain permission to use photographs and interviews)
Analysing
WAHASS55 – Use criteria to determine the relevancy of information (e.g. consider accuracy, reliability, publication date, usefulness to the question)
WAHASS56 – Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge)
WAHASS57 – Identify different points of view/perspectives in information and/or data (e.g. analyse language, identify motives)
WAHASS58 – Translate collected information and/or data to a variety of different formats (e.g. create a timeline, draw maps, convert a table of statistics into a graph)
Evaluating
WAHASS59 – Draw and justify conclusions, and give explanations, based on the information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer relationships)
WAHASS60 – Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options)
Communicating and reflecting
WAHASS61 – Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts
WAHASS62 – Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on information collected from source materials
WAHASS63 – Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them)

*Note: While HASS WA content codes normally match Australian Curriculum content codes, the Year 5 WA Knowledge and Understanding code specifies North America and South America rather than AC’s North America and Europe . Likewise, the Year 4 WA Knowledge and Understanding code specifies Africa and Europe rather than Africa and South America.

KNOWLEDGE AND UNDERSTANDING
The Australian colonies
ACHASSK106 – The economic, political and social reasons for establishing British colonies in Australia after 1800 (e.g. the establishment of penal colonies)
ACHASSK107 – The patterns of colonial development and settlement (e.g. geographical features, climate, water resources, transport, discovery of gold) and how this impacted upon the environment (e.g. introduced species) and the daily lives of the different inhabitants (e.g. convicts, free settlers, Aboriginal and Torres Strait Islander Peoples)
ACHASSK110 – The contribution or significance of one individual or group in shaping the Swan River Colony, including their motivations and actions (e.g. groups such as explorers, farmers, pastoralists, convicts or individuals such as James Stirling, John Septimus Roe, Thomas Peel)

HUMANITIES AND SOCIAL SCIENCES SKILLS
Questioning and researching
WAHASS50 – Identify current understandings, consider possible misconceptions and identify personal views on a topic (e.g. KWL chart, concept map)
WAHASS51 – Develop and refine a range of questions required to plan an inquiry
WAHASS52 – Locate and collect information and/or data from a range of appropriate primary sources and secondary sources (e.g. museums, media, library catalogues, interviews, internet)
WAHASS53 – Record selected information and/or data using a variety of methods (e.g. use graphic organisers, paraphrase, summarise)
WAHASS54 – Use ethical protocols when gathering information and/or data (e.g. acknowledge the work of others, reference work appropriately, obtain permission to use photographs and interviews)
Analysing
WAHASS55 – Use criteria to determine the relevancy of information (e.g. consider accuracy, reliability, publication date, usefulness to the question)
WAHASS56 – Interpret information and/or data collected (e.g. sequence events in chronological order, identify cause and effect, make connections with prior knowledge)
WAHASS57 – Identify different points of view/perspectives in information and/or data (e.g. analyse language, identify motives)
WAHASS58 – Translate collected information and/or data to a variety of different formats (e.g. create a timeline, draw maps, convert a table of statistics into a graph)
Evaluating
WAHASS59 – Draw and justify conclusions, and give explanations, based on the information and/or data in texts, tables, graphs and maps (e.g. identify patterns, infer relationships)
WAHASS60 – Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options)
Communicating and reflecting
WAHASS61 – Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using subject-specific terminology and concepts
WAHASS62 – Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on information collected from source materials
WAHASS63 – Reflect on learning, identify new understandings and act on findings in different ways (e.g. suggest additional questions to be investigated, propose a course of action on an issue that is significant to them)

PERSONAL, SOCIAL AND COMMUNITY HEALTH
Being healthy, safe and active
ACPPS051 – Ways that individuals and groups adapt to different contexts and situations
ACPPS052 – Changes associated with puberty which vary with individuals: physical; mental; emotional
ACPPS053 – Reliable sources of information that inform health, safety and wellbeing, such as: internet-based information; community health organisations; publications and other media
ACPPS054 – Strategies that promote a safe, healthy lifestyle, such as: comparing food labels on products; increased physical activity; practising sun safety
Communicating and interacting for health and well being
ACPPS055 – Skills and strategies to establish and manage relationships over time, such as: exploring why relationships change; assessing the impact of changing relationships on health and wellbeing; building new friendships; dealing with bullying and harassment
ACPPS056 – Ways in which inappropriate emotional responses impact on relationships, such as: loss of trust; fear; loss of respect
ACPPS057 – Reliable sources of information that inform health, safety and wellbeing, such as: internet-based information; community health organisations; publications and other media
Contributing to healthy and active communities
ACPPS058 – Preventive health measures that promote and maintain an individual’s health, safety and wellbeing, such as: bicycle safety; sun safety

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