Australian History Year 5 & 6 BUNDLE Rubrics Australian Curriculum Aligned

BUNDLE

Australian History - Year 5 & 6 - Rubrics - Australian Curriculum Aligned

**Year 5 - Australian Colonies

**Year 6 - Australia as a Nation - Federation

This resource includes: 66 Gardner’s Multiple Intelligences Activities

Check Out These Other Australian Curriculum Rubrics:

Year 3 & 4 - BUNDLE - Community & Remembrance and First Contact

Year 5 & 6 - BUNDLE - Australian Colonies and Australia as a Nation - Federation

Year 3 - Community & Remembrance

Year 4 - First Contact

Year 5 - Australian Colonies

Year 6 - Australia as a Nation - Federation

Year 7 - Ancient Worlds

Gardner’s Multiple Intelligences

Linguistic/Verbal, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Musical, Interpersonal & Intrapersonal activities.

AUSTRALIAN CURRICULUM

Inquiry & Skills  and Knowledge & Understanding covered in this rubric:

Questioning, Researching, Analysing, Evaluating and Reflecting & Communicating

GOOGLE DOCS

- Students can use this interactively by shading activities as they have been completed.

- Students can create extra pages to complete the activities on

- Ensure that you make a copy of this product.

- Pages can then be provided to students individually

PDF

- These pages can be printed for students to draw and colour donuts in order to answer the question

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past.

Students sequence information about events and the lives of individuals in chronological order using timelines. When researching, students develop questions for a historical inquiry. They identify a range of sources and locate, collect and organise information related to this inquiry. They analyse sources to determine their origin and purpose and to identify different viewpoints. Students develop, organise and present their texts, particularly narrative recounts and descriptions, using historical terms and concepts.

By the end of Year 6, students explain the significance of an event/development, an individual or group. They identify and describe continuities and changes for different groups in the past. They describe the causes and effects of change on society. They compare the experiences of different people in the past.

Students sequence information about events and the lives of individuals in chronological order and represent time by creating timelines. When researching, students develop appropriate questions to frame a historical inquiry. They identify a range of primary and secondary sources and locate, collect, organise and categorise relevant information to answer inquiry questions. They analyse information or sources for evidence to determine their origin and purpose and to identify different perspectives. Students develop texts, particularly narrative recounts and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts, and incorporate relevant sources.

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