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Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 2 SEMESTER 2 UNIT 2 PLANDeep Learning Inquiry Cycle Question

How have changes in technology shaped our daily life?Support students to explain the Inquiry Questions through:

• investigate continuity and change in technology used in the home, e.g. in toys or household products

• compare and contrast features of objects from the past and present• sequence key developments in the use of a particular object in daily life over time• pose questions about objects from the past and present• describe ways technology has impacted on peoples' lives making them different

from those of previous generations• use information gathered for an investigation to develop a narrative about the

past.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class.

Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)

Video - Changes in technology in the home

Vocab development through Vocab PowerPoints (Warmup to lessons and integrated into English – Literacy Block)

Trip to Hervey Bay Historical Museum to look at technology artefacts from the past to present.Invite grandparents/elders to share experiences of transport, toys etc.Trip to Museum and Science Centre Brisbane. (possibly 2019-2020)

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)

Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Term 4, Week 3 and 4 S

Parts A and BConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Term 4, Week 5 and 6 S

Parts C and DConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: HASS Year Level Team: add teacher names Term: Semester 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: identify how and why the lives of people have changed over time while others have remained the same, compare objects from the past and present, interpret information to draw simple conclusions, pose questions about the past and sequence familiar objects and events in order.

WILF: is to recognise how different technologies have changed over time and the impacts.

TIB: understanding our world is constantly changing with new technologies invented to make things easier.

Technology over timeEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Daily life over time• Building student’s understanding of

technologies that have changed or stayed the same over time e.g.: pencil, cars, a letter to someone etc.

• Sorting technologies into ones that changed and haven’t change, and explain how they changed e.g. book/ipad, pencil/computer

Changes to the ways we: work home travel entertain communicate

Developing a Text: Teacher is modelling the narrative

text based upon how cooking technology has stayed the same/changed over time

Formative (Feedback)Check students understanding through elbow partner and small group discussions of technology and how it has changed over time.

Check for Evidence of Learning

L2B

Allow 'wait time' for the student to process information

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

Use technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B

Expose to more technical or specific HASS vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html

Refer to HASS Word Wall Vocabulary – Supporting learning resource - HASS Year 2 Unit 2 Glossary

Slideshow - Looking for clues: Technology in local areas in the pastSupporting learning resource - A pencil: A story about technologyVideo - Basic Typing, Part 1: Methods (Part 1) Supporting learning resource - Changes to the ways we workSlideshow - Past and present technologies in the homeVideo - Quick Elastic Presents: Time Savers For House-MakersSlideshow - Transport past and presentSupporting learning resource - Changes in the way we travelSlideshow - Technology used for entertainment in the past and presentSlideshow - Points of view about mobile phonesSupporting learning resource - Changes in the way we use spoken communicationSlideshow - Points of view about technologies used for written

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C:\\Users\\pgenr1\\AppData\\Local\\Microsoft\\Windows\\INetCache\\Content.Outlook\\Resources\\Documents\\His_Y02_U1_SS_PointsOfViewWrittenCommunication.pptx


https://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html




communication







Resources

WALT: identify how and why the lives of people have changed over time while others have remained the same, compare objects from the past and presentinterpret information to draw simple conclusions, sequence familiar objects and events in order and develop narratives about the past using language to describe the passing of time.

WILF: is to recognise how and why peoples lives have changed over time and the reasons why others have stayed the same.

TIB: understanding our world is made up of different people and that technology advances occur.

Investigating impacts of changing technologiesEach lesson KWL and Vocab development

Practice Inquiry: Posing questions Complete household technology inquiry Complete Part A assessment on road

transport – posing questions

Practice Inquiry: Using sources Complete household technology inquiry Complete Part B assessment road

transport – locating information

Practice Inquiry: Communicating findings Complete household technology inquiry Complete Part c assessment on road

transport – drawing conclusions

Summative AssessmentPart D: Creating a text Develop a narrative about the past using

language to describe the passing of time.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of technology and how it has changed over time.

Check for Evidence of LearningSummative Assessment

Part A and BConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Part A: Posing questions

• pose questions about the past.

Part B: Locating information

• locate information from sources provided.

Parts C and DConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?Part C: Drawing conclusions

• sequence technologies for transport in order

• interpret information to draw simple conclusions.

Part D: Creating a text

• develop a narrative about the past using language to describe the passing

L2B







Use technology to record students work; e.g. digital photography, tape and video. Important in Assessment

U2B






Slideshow - Inquiry: Posing sub-questionsSlideshow (with script) - Inquiry: Using sourcesSheet - Household technology inquirySheet - A story about cooking technology over timeSheet - My household technology story

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of time.







Resources

WALT: identify how and why the lives of people have changed over time while others have remained the same, compare objects from the past and present and interpret information to draw simple conclusions.

WILF: is to recognise how aspects of technology have changed and/or stayed the same.

TIB: changes to technologies over time have impacted on people’s daily

ReflectionTechnology over timeEach lesson KWL and Vocab development

Celebrating impacts of technology over time

Reflect on learning from the unit

Create a display of work completed by students in pairs or groups of three at the end of the unit by drawing a simple conclusion about how changes to technologies over time have impacted on daily life.

Showcase this to parents through Facebook post and displayed within the classroom for parent/visitor celebration afternoon.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of technology and how it has changed over time by answering the inquiry question:

How have changes in technology shaped our daily life?

L2B







Use technology to record students work; e.g. digital photography, tape and video. Important in

U2B






Sheet - Technology of the past and presentSheet - My photo journal

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lives. Assessment

5


Assessment Task:

HASSImpacts of technology over time Year 2 Unit 2

Assessment task — Impacts of technology over time

Name Class

Teacher Date

Task

To conduct an inquiry to answer the following inquiry question:

How and why have changes in road transport affected the lives of people over time?

Instructions


Students will:• pose questions about the past.


Students will:• locate information from sources provided.

Part C: Drawing conclusions

Students will:• sequence technologies for transport in order• interpret information to draw simple conclusions.


Students will:• develop a narrative about the past using language to describe the passing of time.

6 of 22document.docx


Think about the key inquiry question:

QuestionHow and why have changes in road transport affected the lives of people over time?

Write sub-questions using the sentence starters: who, what, where, when, why and how.

Sub-question 1: How has road transport changed over time?

Sub-question 2:

Sub-question 3: Why have there been changes in road transport?

Sub-question 4:


Copy your sub-questions into the boxes below.

Use the sources to make notes for each sub-question.

Notes

Sub-question 1: How has road transport changed over time?

Past: horse power pulled the wagons

Present: engines power the transport

Sub-question 2:


Use the Impacts of technology over time: Sources for Part B.Use the Impacts of technology over time: Sources for Part B.Use the Impacts of technology over time: Sources for Part B.Use the Impacts of technology over time: Sources for Part B.Use the Impacts of technology over time: Sources for Part B.

Sub-question 3: Why have there been changes in road transport?

engines were invented

Sub-question 4:


Part C: Drawing conclusions

1. Draw a line to match the time order of these transport technologies.

i ii iii

present old oldest

2. Circle the correct words in each of the sentences below.

Technologies for road transport over time have allowed vehicles to hold (higher / lower) numbers of people.

Road transport today is (less comfortable / more comfortable) than in the past.

Changes in the technologies for road transport over time allow people to travel from one place to another (more quickly / more slowly) today than in the past.

People can travel (shorter / longer) distances today because of the changes made to technologies for road travel over time.

3. Choose the correct word in the sentence below and explain your thinking.

The changes in road transport technologies over time have been mostly (good for people / bad for people).

Explain your choice.

i Young man with his horse and buggy, Brisbane, John Oxley Library, State Library of Queensland, Negative number: 23295, http://hdl.handle.net/10462/deriv/64059ii https://commons.wikimedia.org/wiki/File:2007-Honda-CRV-LX.jpgiii Shipler, Harry, Ford Auto, 1910, © Utah State Historical Society, http://content.lib.utah.edu/cdm/singleitem/collection/USHS_Shipler/id/2629



Develop a narrative about how road transport has changed the lives of people over time.

Introduction

Tell about transport long ago.

Body

Tell about how transport changed and how people’s lives changed.

Ending

Tell about what life is like today because of changes to road transport.

Long ago, the wheels made it a bumpy ride.

Now, wheels and engines in transport make travelling less bumpy and more comfortable for people.









Year 2 Humanities and Social Sciences: Unit 2 — Impacts of technology over time Name:

Purpose of assessment: Conduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identify how and why the lives of people have changed over time while others have remained the same

Pose questions about the pastLocate information from observations and from sources providedSequence familiar objects and events in order

Compare objects from the past and presentInterpret information to draw simple conclusions

Develop narratives about the past using language to describe the passing of time

Makes connections between multiple factors when evaluating the effect of technologies.

Poses questions relevant to the topic of the inquiry. Consistently includes source details to justify response.Provides a logical analysis of chronological order.

Evaluating the effect on people’s lives when drawing conclusions.Uses complex terms and concepts when comparing objects.

Incorporates a variety of historical detail within the narrative. A

Explains the effects of technologies on lifestyle using examples.

Uses a range of question starters.Provides supporting evidence to explain chronological order.

Provides evidence to support conclusions.Describes physical characteristics and purpose when comparing objects.

Organises a narrative using logical historical text structure. B

Identifies and describes how a technology has changed and the effects on the lives of people.

Poses questions about the past. Uses sources effectively to respond to an inquiry.Sequence familiar objects and events in order.

Compares objects from the past and present.Interprets information to draw simple conclusions.

Develops a narrative about the past using simple terms to describe the passing of time.

C

Describes the purpose of a technology.

Poses a question. Consider a relevant source when locating information. Sequences familiar objects in order.

Describes purpose of an object from the past and present.Draws a simple conclusion.

Makes a series of statements relating to transport. D

Identifies a technology.Locates information of a source. Recognises that objects have a chronological order.

Identifies physical characteristics of objects.Uses information to make a statement.

Identifies ways people travel. E

Feedback:

Australian Curriculum

Foundation to 6 HASS - Year 2

Year 2 Achievement StandardBy the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.

Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)

Questioning

Pose questions about past and present objects, people, places and events (ACHASSI034)

Analysing

Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039) Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)

Researching

Collect data and information from observations and identify information and data from sources provided (ACHASSI035) Sequence familiar objects and events (ACHASSI037) Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)

Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

History

How changing technology affected people's lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 1:

The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047) Collect data and information from observations and identify information and data from sources provided (ACHASSI035). Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036) Explore a point of view (ACHASSI038) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041) Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location

(ACHASSI043)Curriculum working towards

The teaching and learning in this unit work towards the following in Year 3: The location of Australia's neighbouring countries and the diverse characteristics of their places (ACHASSK067) Pose questions to investigate people, events, places and issues (ACHASSI052) Locate and collect information and data from different sources, including observations (ACHASSI053) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate

conventions (ACHASSI054) Sequence information about people's lives and events (ACHASSI055) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) Interpret data and information in different formats, to identify and describe distributions and simple patterns (ACHASSI057) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples and Torres Strait Islander peoples cross-curriculum priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx

Assessing student learningAssessment name: Assessment name: Impacts of technology over timeAssessment description: Students conduct an inquiry to answer the following inquiry question: How and why have changes in road transport affected the lives of people over time?In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people.They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales.Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Feedback to studentsFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

Students may think that objects from the past may have changed completely over time. Explain to students that most items have elements that have remained the same, to maintain the integrity of items.

Students may conceive change as abrupt. Explain to students that change may happen gradually, as well as sometimes happening abruptly.

Year 2 Semester 2 Report Card Comment Bank

A B C D E2H2A 2H2B 2H2C 2H2D 2H2E

Unit 2: Impacts of Technologies Over Time

{Name} made connections between multiple factors when evaluating the effect of technologies.{She,He} posed questions relevant to the topic of the inquiry. {Name} consistently included source details to justify responses. {She,He} provided a logical analysis of chronological order. {Name} evaluated the effect on people’s lives when drawing conclusions. {She,He} used complex terms and concepts when comparing objects. {Name} incorporated a variety of historical detail within the narrative.


{Name} explained the effects of technologies on lifestyle using examples. {She,He} used a range of question starters. {Name} provided supporting evidence to explain chronological order. {She,He} provided evidence to support conclusions. {Name} described physical characteristics and purpose when comparing objects. {She,He} organised a narrative using logical historical text structure.


{Name} identified and described how a technology has changed and the effects on the lives of people. {She,He} posed questions about the past. {Name} used sources effectively to respond to an inquiry. {She,He} sequenced familiar objects and events in order. {Name} compared objects from the past and present. {She,He} interpreted information to draw simple conclusions. {Name} developed a narrative about the past using simple terms to describe the passing of time.


{Name} described the purpose of a technology. {She,He} posed a question. {Name} considered a relevant source when locating information. {She,He} sequenced familiar objects in order. {Name} described purpose of an object from the past and present. {She,He} drew a simple conclusion. {Name} made a series of statements relating to transport.


{Name} identified a technology. {She,He} located information of a source. {Name} recognised that objects have a chronological order. {She,He} identified physical characteristics of objects. {Name} used information to make a statement. {She,He} identified ways people travel.

HASS Pre-ModerationYear 2: Unit 2 Semester 2 Title: Impacts of Technologies Over Time

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question:

How have changes in technology shaped our daily life?

Learning opportunities support students to:• investigate continuity and change in technology used in the home, e.g. in toys or household products• compare and contrast features of objects from the past and present• sequence key developments in the use of a particular object in daily life over time• pose questions about objects from the past and present• describe ways technology has impacted on peoples' lives making them different from those of previous generations• use information gathered for an investigation to develop a narrative about the past.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Students: Identify how and why the lives of people have changed over time while others

have remained the same Pose questions about the past Locate information from observations and from sources provided Sequence familiar objects and events in order Compare objects from the past and present Interpret information to draw simple conclusions Develop narratives about the past using language to describe the passing of time

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

Feedback may relate to misunderstandings and common alternative conceptions. In this unit this may include: Students may think that objects from the past may have changed completely over time. Explain to students that

most items have elements that have remained the same, to maintain the integrity of items. Students may conceive change as abrupt. Explain to students that change may happen gradually, as well as

sometimes happening abruptly.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved.

Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time.

Uses words or pictures to describe a place of significance and how people are connected to places. Identifies and describes how a technology has changed and the effects on the lives of people. Poses questions about the past. Uses sources effectively to respond to an inquiry. Sequence familiar objects and events in

order. Compares objects from the past and present. Interprets information to draw simple conclusions. Develops a narrative about the past using simple terms to describe the passing of time.

‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Explains the effects of technologies on lifestyle using examples. Uses a range of question starters. Provides supporting evidence to explain chronological order. Provides evidence to support conclusions. Describes physical characteristics and purpose when comparing objects. Organises a narrative using logical historical text structure.

‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Makes connections between multiple factors when evaluating the effect of technologies

Poses questions relevant to the topic of the inquiry. Consistently includes source details to justify response. Provides a logical analysis of chronological order. Evaluating the effect on people’s lives when drawing conclusions. Uses complex terms and concepts when comparing objects. Incorporates a variety of historical detail within the narrative.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year 1 as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1 - Daily life over timeExample learning sequence• Explore the unit focus• Identify information about technologies used in daily life in the past

and present• Sort and record information from provided sources to compare

selected technologies• Draw simple conclusions about continuities and changes in the

features of selected technologies

Evidence of learningCan the student: Identify features of selected technologies that

have changed, and features of selected technologies that have stayed the same?

Lesson 2 - Changes to the ways we workExample learning sequence• Consider how sources can be used to investigate the past• Identify information in provided sources about selected

technologies used for work in the past and present• Sort and record information from provided sources to compare

selected technologies• Draw simple conclusions about how and why technology has

changed people's lives at work

Evidence of learningCan the student: Examine sources to identify how selected technologies

used for work have changed or stayed the same over time?

Identify how changes in technologies used at work have impacted on people's working lives over time?

Lesson 3 - Changes to technologies used at homeExample learning sequence• Examine provided sources that show past and present technologies

used in the home• Pose questions about a selected household technology• Identify information in provided sources to answer questions posed• Draw simple conclusions about how changing technologies have

impacted on household tasks over time

Evidence of learningCan the student: Examine sources to identify how selected technologies

used at home have changed or stayed the same over time?

Identify how changes in technologies used at home have changed the lives of people over time?

Lesson 4 Changes to the ways we travelExample learning sequence• Examine provided sources to recognise technologies used for travel

in the past and present• Identify changes to transport technologies in the local area• Draw simple conclusions about how and why technologies have

changed how people travel

Evidence of learningCan the student Examine sources to identify how selected technologies

used for travel have changed or stayed the same over time?

Identify how changes in technologies used for travel have changed the lives of people over time?

Lesson 5 - Changes to the ways we areEntertainedExample learning sequence• Examine provided sources to identify technologies used for

entertainment in the past and present• Sequence selected technologies used for entertainment in time

order• Explore technologies used for entertainment by people in other

cultures


used for entertainment have changed or stayed the same over time?

Sequence changes in selected technologies used by people for entertainment over time?

Lesson 6 - Changes to the ways we communicateExample learning sequence• Examine provided sources to identify technologies used for

communication in the past and present• Sequence selected technologies used for communication in time

order• Explore points of view about how changes to communication

technology have affected people's lives• • Draw simple conclusions about how changes to communication

technology have affected daily life


used for communication have changed or stayed the same over time?

Sequence changes in selected technologies for communication over time?

Teaching Sequence FeedbackLesson 7 - Explore points of viewExample learning sequence• Explore points of view about how changes to communication

technologies have affected people's lives• Sequence technologies to show changes in written communication

over time• Draw simple conclusions about the impacts of changing

communication technologies on people's lives

Evidence of learningCan the student Identify different points of view about the impacts of

changing communication technologies on people's lives?

Lessons 8-9 - Developing a textExample learning sequence• Examine a text that discusses continuities and changes to a selected

technology over time• Review information recorded from provided sources about

continuities and changes to a selected technology• Present findings in a text

Evidence of learningCan the student Identify examples of continuity and change in selected

technologies? Develop a simple text to communicate their findings?

Lesson 10 –Practice inquiry: Posing questionsExample learning sequence• Explore how to ask questions to start an inquiry• Pose questions to guide a practice inquiry about a selected

technology from the past and present

Evidence of learningCan the student Pose questions as part of an inquiry?

Lesson 11 – Practice inquiry: Using sourcesExample learning sequence• Review how sources can be used to learn about the past• Collect information from provided sources• Record information from provided sources to answer questions

posed for a practice inquiry

Evidence of learningCan the student Locate and record information from provided sources

to answer questions posed?

Lesson 12 – Practice inquiry: Communicating findingsExample learning sequence• Examine an exemplar story (narrative) about how a form of

technology has• changed or stayed the same over time• Identify information recorded from sources to use in a story• Present findings in a text

Evidence of learningCan the student Create a narrative using information recorded from

sources?

Lesson 13 Assessment: Parts A and B

Assessment purposeConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Lessons 14-15 Assessment: Parts C and D

Assessment purposeConduct an inquiry to answer the question: How and why have changes in road transport affected the lives of people over time?

Lesson 16 – Celebrating impacts of technology over timeExample learning sequence• Reflect on learning in response to the unit inquiry question• • Draw a simple conclusion about how changes to technologies over

time have impacted on daily life

Evidence of learningCan the student Reflect on their learning from the unit? Share points of view with peers about how aspects of

technology have changed and/or stayed the same?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES

Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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