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Content Descriptors Elaborations
Historical Knowledge and Understanding
The impact of a significant development or event on a colony; for
example, frontier conflict, the gold rushes, the Eureka Stockade,
internal exploration, the advent of rail, the expansion of farming,
drought. (ACHHK095)
investigating an event or development and explaining its
economic, social and political impact on a colony (for
example the consequences of frontier conflict events such as
the Myall Creek Massacre, the Pinjarra Massacre; the impact
of South Sea Islanders on sugar farming and the timber
industry; the impact of the Eureka Stockade on the
development of democracy)
creating what if scenarios by constructing different
outcomes for a key event, for example What if Peter Lalor
had encouraged gold miners to pay rather than resist
licence fees?

Historical Skills
Sequence historical people and events (ACHHS098) compiling an annotated timeline showing key stages in the
development of colonial Australia including the date of
European settlement in each state, the date the colony was
established, the date of self-government
Use historical terms and concepts (ACHHS099) using historical terms (such as the gold era, the Eureka
Stockade, the Myall Creek Massacre, colony)
Identify questions to inform an historical inquiry (ACHHS100) developing key questions about the local community or
region (for example: Why was the area settled? What
people came to live in the area? How did they make their
living? How did men, women, and children live?)
Identify points of view in the past and present (ACHHS104) identifying the different motives and experiences of
individuals and groups in the past (for example the reasons
people migrated to Australia and their diverse experiences)

Develop texts, particularly narratives and descriptions, which
incorporate source materials (ACHHS105)
using sources to develop narratives (for example reasons
for the establishment of colonies, effects of key
developments and events on colonies, the impact of
significant groups or individuals on development)
using some of the language devices of narratives, evocative
vocabulary, and literary sentence structures but using real
characters and events to tell their story
creating visual, oral or written journals reflecting the daily
life experiences of different inhabitants of a convict or
colonial settlement

Year 5 History Achievement Standard
By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained
the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about
Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to
frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to
identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and
Sub Strands, Content
Descriptions and Codes
to be listed
Sub Strands,
Content Descriptions
and Codes to be
Sub Strands, Content
Descriptions and Codes
to be listed

Language for interaction
Understand that patterns of
language interaction vary
across social contexts and
types of texts and that they
help to signal social roles
and relationships

Text structure and
Understand how texts vary
in purpose, structure and
topic as well as the degree
of formality (ACELA1504)

identifying ways in
which cultures differ in
making and responding
to common requests, for
example periods of
silence, degrees of

becoming familiar with
the typical stages and
language features of
such text types as:
narrative, procedure,
exposition, explanation,
discussion and
informative text and
how they can be
composed and presented
in written, digital and
multimedia forms
Literature and context
Identify aspects of
literary texts that
convey details or
information about
particular social,
cultural and historical
Responding to
Present a point of view
about particular
literary texts using
metalanguage, and
reflecting on the
viewpoints of others

describing how aspects of
literature, for example
visuals, symbolic elements,
dialogue and character
descriptions, can convey
information about cultural
elements, such as beliefs,
traditions and customs

posing and discussing
questions, such as Should
this character have
behaved as they did?, and
beginning to make
balanced judgments about
the dilemmas characters
face and relative merit and

Interacting with others
Clarify understanding of
content as it unfolds in
formal and informal
situations, connecting
ideas to students own
experiences and present
and justify a point of view
Interpreting, analysing,
Identify and explain
characteristic text
structures and language
features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text (ACELY1701)
Use comprehension
strategies to analyse
information, integrating
and linking ideas from a
asking specific
questions to clarify a
speakers meaning,
making constructive
comments that keep
conversation moving,
reviewing ideas
expressed and
conveying tentative

explaining how the
features of a text
advocating community
action, for example
action on a local area
preservation issue, are
used to meet the
purpose of the text

using research skills
including identifying
research purpose,
locating texts,
gathering and
Sub Strands, Content
Descriptions and Codes
to be listed
Sub Strands,
Content Descriptions
and Codes to be
Sub Strands, Content
Descriptions and Codes
to be listed

Examining literature
Recognise that ideas in
literary texts can be
conveyed from
different viewpoints,
which can lead to
different kinds of
interpretations and
responses (ACELT1610)
Creating Literature
Create literary texts
using realistic and
fantasy settings and
characters that draw
on the worlds
represented in texts
students have

identifying the narrative
voice (the person or entity
through whom the
audience experiences the
story) in a literary work,
discussing the impact of
first person narration on
empathy and engagement

using texts with computer-
based graphics, animation
and 2D qualities, consider
how and why particular
traits for a character have
been chosen
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)

Use a range of software
including word
processing programs
with fluency to construct,
edit and publish written
text, and select, edit and
place visual, print and
audio elements
evaluating its relative
value, and the accuracy
and currency of print
and digital sources and
information from
several source

selecting an
appropriate text
structure for the
writing purpose and
sequencing content
according to that text
structure, introducing
the topic, and grouping
related information in
paragraphs with a
concluding statement

using research from
print and digital
resources to gather
and organise
information for writing

Year 5 English Achievement Standards
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and
vocabulary influence interpretations of characters, settings and events.
They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are
depicted and explain their own responses to them. They listen and ask questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information,
ideas and images from a range of resources.
Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and
group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary
and use accurate spelling and punctuation, editing their work to provide structure and meaning.