Your search for "Recognise and explore digital systems (hardware and software components) for a purpose" returned 95 result(s)
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Digital Technologies - Years 5 and 6

Processes and Production Skills Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016) Design a user interface for a digital system (ACTDIP018) Explain how …

Digital Technologies - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Information and Communication (ICT) Technology - Level 4 (Years 5 and 6)

Typically by the end of Year 6, students: Recognise intellectual property identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions Apply digital information security practices independently …

Information and Communication (ICT) Technology - Level 4 (Years 5 and 6) | Multimedia dimensions | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 5

Analysing Examine primary and secondary sources to determine their origin and purpose(ACHASSI098) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships(ACHASSI100)  Evaluating …

F-6/7 Humanities and Social Sciences - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources

Mathematics - Year 5

Fractions and decimals Recognise that the place value system can be extended beyond hundredths (ACMNA104) Compare, order and represent decimals (ACMNA105)

Mathematics - Year 5 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Mathematics - Year 5

Recognise that the place value system can be extended beyond hundredths (ACMNA104) Compare, order and represent decimals (ACMNA105)

Mathematics - Year 5 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

English - Year 5

Language for social interactions Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) Purpose audience and structures of different types …

English - Year 5 | Knowledge and understanding | Dimensions | Curriculum connections | Resources

English - Year 5

Comprehension strategies Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

English - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources

HASS - Above satisfactory - Year 5

This portfolio of student work shows that the student can explain the significance of people and events/developments in bringing about change (WS4, WS11). The student describes the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Above satisfactory - Year 5 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 5

This portfolio of student work shows that the student can describe the significance of people and events/developments in bringing about change (WS4, WS11). The student identifies the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Satisfactory - Year 5 | Portfolios | Work samples | Resources

Mathematics - Year 5

Number and place value Use estimation and rounding to check reasonableness of answers to calculations (ACMNA099) Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101) Use efficient mental and …

Mathematics - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources

Science - Year 5

Processing and analysing data and information 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 (ACSIS090) Compare …

Science - Year 5 | Competencies and skills | Dimensions | Curriculum connections | Resources

Science - Year 5

Questioning and predicting With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231) Planning and conducting Identify, plan and apply the elements of scientific investigations to answer questions and solve …

Science - Year 5 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

The Australian colonies – ABOVE

Students constructed climate maps to show the location of the major climate zones in Australia. Students then produced overlays for the maps to indicate key events from the colonial history of each state and territory along with indications of its main …

The Australian colonies – ABOVE | Samples | Work samples | Resources

The Australian colonies – AT

Students constructed climate maps to show the location of the major climate zones in Australia. Students then produced overlays for the maps to indicate key events from the colonial history of each state and territory along with indications of its main …

The Australian colonies – AT | Samples | Work samples | Resources

Travel itinerary – ABOVE

Students were asked to produce a map depicting the position, distance and direction of places in the northern hemisphere relative to a location in eastern Australia. The map was to be presented as an itinerary for a potential round-the-world journey by …

Travel itinerary – ABOVE | Samples | Work samples | Resources

Travel itinerary – AT

Students were asked to produce a map depicting the position, distance and direction of places in the northern hemisphere relative to a location in eastern Australia. The map was to be presented as an itinerary for a potential round-the-world journey by …

Travel itinerary – AT | Samples | Work samples | Resources

Bushfire action plan – ABOVE

Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …

Bushfire action plan – ABOVE | Samples | Work samples | Resources

Bushfire action plan – AT

Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …

Bushfire action plan – AT | Samples | Work samples | Resources

Excursion report (Mackay Harbour) – ABOVE

Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …

Excursion report (Mackay Harbour) – ABOVE | Samples | Work samples | Resources

Excursion report (Mackay Harbour) – AT

Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …

Excursion report (Mackay Harbour) – AT | Samples | Work samples | Resources

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