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OneSchoolUnit Plan
Name: Unit 1 - HASS Year 3 (V8)Duration: 32 Weeks
Year Level: Year 3
Applicable LearningAreas/Subjects: Humanities and Social Sciences
Unit Plan
Our unique communitiesIn this unit students:
identify individuals, events and aspects of the past that have significance in the present identify and describe aspects of their community that have changed and remained the same over time explain how and why people participate in and contribute to their communities identify a point of view about the importance of different celebrations and commemorations to different groups pose questions and locate and collect information from sources, including observations to answer questions and draw simple conclusions sequence information about events and the lives of individuals in chronological order communicate their ideas, findings and conclusions in visual and written forms using simple discipline-specific terms.
For further information to support teaching of the unit, view the:
Year level plan Teacher lesson overview
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Our unique communities (Yr 03)Students conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?
Research Humanities and Social Sciences
Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Communities Changes over time Practice inquiry Celebrations and
commemorations
Resources Attachments Plan Resource Bank
Assessment Research - Our unique communities
(Yr 03)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Australian Curriculum
HASS – Year 3
Year 3 Achievement StandardBy the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.
Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.
Content Descriptions
Inquiry and skills Knowledge and Understanding
Evaluating and reflecting
Draw simple conclusions based on analysis of information and data (ACHASSI058) Interact with others with respect to share points of view (ACHASSI059)
Analysing
Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
Researching
Locate and collect information and data from different sources, including observations (ACHASSI053)
Sequence information about people's lives and events (ACHASSI055)
Questioning
Pose questions to investigate people, events, places and issues (ACHASSI052)
Civics and citizenship
Why people participate within communities and how students can actively participate and contribute (ACHASSK072)
History
Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)
Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)
The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Content Descriptions
Inquiry and skills Knowledge and Understanding
Communicating
Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:
How changing technology affected people's lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046) Pose questions about past and present objects, people, places and events (ACHASSI034) 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) Interpret data and information displayed in pictures and texts and on maps (ACHASSI040) 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 towardsThe teaching and learning in this unit work towards the following:
The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084) Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085) The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for
example, people and environments (ACHASSK086) The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093) Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Sequence information about people's lives and events (ACHASSI076) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Draw simple conclusions based on analysis of information and data (ACHASSI079) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge
Numeracy Using spatial reasoning Using measurement
Information and communication technology (ICT) capability Investigating with ICT Creating with ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-management Social awareness
Ethical understanding Exploring values, rights and responsibilities
Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
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 & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asian region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.
Assessing student learningAssessment name: Our unique communitiesAssessment description: Students investigate the significance of Anzac Day commemorations for different groups, how and why people participate and contribute to the community and aspects that have changed and remained the same over time.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities.Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.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.
FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:
students may think that sites in the local community have only present day significance. Explain to students that many sites in the local community have a history associated and they reveal information about the past.
students may think that sites of significance in the local community may only have information about them available through written sources. Explain to students that by examining a site, information can be sourced from the features of the site.
students may think that only sites with obvious historical relevance may be significant. Explain to students that other locations (scientific, geographic, built and unbuilt) also have historical importance and reveal information about the past.
students may think that only sites associated with their personal heritage have significance. Explain to students that others may consider different sites important to the history of their cultural group.
students may think that celebrations and commemorations are contemporary events with no historical origins. Explain to students that most celebrations and commemorations have developed over time and have their roots in historical events.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
7 Lessons Communities Lesson 1: Defining my community Lessons 2-3: My community and belonging Lessons 4-5: Reasons for and ways of participating and contributing Lessons 6-7: Contributions of diverse groups to a local community
7 Lessons Changes over time Lessons 8-9: Queensland communities over time Lesson 10: Entertainment in local communities over time Lesson 11: Schools in local communities over time Lesson 12: Transport in Queensland communities Lesson 13: Changes in work over time Lesson 14: Changes in transport: Southport, Queensland
4 Lessons Practice inquiry Lessons 15-16: Practice inquiry: the Country of the Kombumerri people - Part 1 Lessons 17-18: Practice inquiry: the Country of the Kombumerri people - Part 2
14 Lessons Celebrations and commemorations Lesson 19: Recognising celebrations and commemorations Lesson 20: Distinguishing between celebrations and commemorations Lesson 21: New Year celebrations Lesson 22: Perspectives on a past event Lesson 23: Commemorating Anzac Day Lesson 24: The significance of Anzac Day today Lessons 25-29: Assessment task - Our unique communities' Lessons 30-31: Signs and symbols Lesson 32: Intercultural understanding
32 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Communities Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view explain how and why people participate in and contribute to their communities.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Defining my community
Lesson objectivesStudents will:
Understand that the term 'local community' can have different meanings to different people.
Evidence of learningCan the student:
Identify different meanings of 'local community' for different people?
Example learning sequence Explore the unit focus Explore different points of view about the meaning of 'local
community' Explore provided sources that depict the unique features of a
selected local community in Queensland Interact with others to share points of view about the features that
make the local community special
Resources Supported learning resource - HASS Glossary Year 3 Unit 1 Sheet - Points of view about local communities Slideshow - Natural and built features of a local community
Attachments Lesson plan
Lessons 2-3
My community and belonging
Lesson objectivesStudents will:
Understand the ways and reasons for people to belong to a group or community.
Evidence of learningCan the student:
Develop questions about the influence of values and beliefs on belonging to a group or community?
Share opinions on how values influence belonging to a group or community?
Identify different points of view on a community issue and develop a point of view in response to the issue?
Resources Slideshow - Values and beliefs influence participation Slideshow - Why citizens participate in and contribute to their community Sheet - My identity iceberg: participation in a group Sheet - Points of view on 'Soccer slays slumber' Supporting learning resource - Using the sheet 'Soccer slays slumber' to explore
point of viewHelpful information
Learning object - Group membership: belonging (Education Services Australia) (TLF L1023) https://learningplace.eq.edu.au/cx/resources/items/12857f17-6334-6a9b-63b1-46eeb634fa28/0/ViewIMS.jsp
Website - World of Values ('Communities' unit, 'Tuning-in' activities) (Education Services Australia) http://www.worldofvalues.edu.au/communities/communities.html
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Communities Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view explain how and why people participate in and contribute to their communities.
Lessons Teaching and Learning Sequence Resources
Example learning sequence Explore the notion that communities are social units to which
people belong Pose questions about the influence of values and beliefs on the
actions of people Identify information in provided sources about reasons why people
belong to a group or community Examine information to identify different points of view held by
community members on an issue Interact respectfully with others to share understandings and
points of view about belonging to communities and groups
(access key: AtvKRqfQ, Select 'I am a student') © Commonwealth of Australia 2009 Website - Difference differently (Together for Humanity Foundation)
http://differencedifferently.edu.au (access the Civics and Citizenship module Getting to know others)
Attachments Lesson plan
Lessons 4-5
Reasons for and ways of participating and contributing
Lesson objectivesStudents will:
Understand the ways and reasons for people to belong to a group or community.
Evidence of learningCan the student:
Identify the reasons for and ways people participate in and contribute to a group or community?
Share and present opinions using civics and citizenship terms on why people participate in and contribute to a group or community?
Example learning sequence Review how values and beliefs influence the reasons for and ways
people participate in and contribute to groups and communities Locate information in provided sources about ways and reasons
people participate in and contribute to groups and communities Interact respectfully with others to share points of view about
reasons why people contribute to communities Reflect on how identity is shaped through participation in or
contribution to groups and communities
Resources Slideshow - Participating in communities Sheet - Participating in communities Slideshow - Contributing to communities Sheet - Participating or contributing?
Helpful information Website - Learning tools (GIVIT Kids) http://givitkids.org.au/learning-resources Website - Delivering quality curriculum and assessment for all Queensland schools
(Queensland Curriculum & Assessment Authority) https://www.qcaa.qld.edu.au/ (Home > K-12 policies and resources > Aboriginal and Torres Strait Islander perspectives > Support materials)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Communities Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view explain how and why people participate in and contribute to their communities.
Lessons Teaching and Learning Sequence Resources Present opinions on the motivations for people to participate in
and contribute to a group or their community
Lessons 6-7
Contributions of diverse groups to a local community
Lesson objectivesStudents will:
Understand the contributions of people of diverse backgrounds to the development and character of a local area.
Evidence of learningCan the student:
Identify ways in which a group with a particular cultural heritage has contributed to the development and character of a local area?
Example learning sequence Examine an example of how people from diverse backgrounds
have contributed to a local area Pose sub-questions to guide an inquiry into how people of diverse
backgrounds have contributed to the development and character of a local area
Locate and record information from provided sources to answer questions posed for an inquiry
Draw simple conclusions based on analysis of information
Resources Slideshow - Greek culture in Brisbane Slideshow - Inquiry: Asking questions Sheet - Note taking: Contributions of a group to a local area Sheet - Italian-Australians and their contributions to Ingham in Queensland Supporting learning resource - Contributions of diverse groups to a local community
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Changes over time Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: identify and describe aspects of the community that have changed and remained the same over time locate and collect information from sources to answer questions communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Lessons 8-9
Queensland communities over time
Lesson objectivesStudents will:
Understand how some of the natural and built features in selected Queensland communities have changed over time, while other features have stayed the same.
Evidence of learningCan the student:
Identify how some of the natural and built features in selected Queensland communities have changed over time while others have remained the same?
Example learning sequence Examine provided sources that depict sections of selected
Queensland communities over time Locate information in provided sources to identify examples of
continuity and change in a selected Queensland community Draw simple conclusions about continuities and changes in a local
community
Resources Slideshow - Queensland communities over time Sheet - Continuity and change in a Queensland community Sheet - Flinders Street, Townsville, over time Sheet - Worksheet: Flinders Street, Townsville, over time Supporting learning resource - Queensland communities over time
Attachments Lesson plan
Lesson 10
Entertainment in local communities over time
Lesson objectivesStudents will:
Understand ways in which entertainment activities in local communities have changed or stayed the same.
Evidence of learningCan the student:
Identify ways in which entertainment activities in local communities have changed or stayed the same?
Example learning sequence Examine sources to identify forms of entertainment in local
communities in the past Sort and record information from provided sources to compare
Resources Slideshow (with script) - Entertainment in the past Sheet - Entertainment in local communities in the past Sheet - Comparing forms of entertainment Supporting learning resource - Entertainment in local communities over time
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Changes over time Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: identify and describe aspects of the community that have changed and remained the same over time locate and collect information from sources to answer questions communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resourcesforms of entertainment in the past and present
Draw simple conclusions about ways in which forms of entertainment in communities have changed or stayed the same over time
Lesson 11
Schools in local communities over time
Lesson objectivesStudents will:
Understand ways that selected schools in local communities have changed over time, and ways in which these schools have stayed the same.
Evidence of learningCan the student:
Identify ways that selected schools in local communities have changed over time, and ways in which these schools have stayed the same?
Example learning sequence Examine sources to identify features of schools in local
communities in the past and present Sort and record information from provided sources to compare the
features of schools in the past and present Draw simple conclusions about ways in which the features of
schools in communities have changed or stayed the same over time
Resources Slideshow (with script) - Schools in the past and present Sheet - Schools in local communities in the past and present Supporting learning resource - Schools in local communities over time
Attachments Lesson plan
Lesson 12
Transport in Queensland communities
Lesson objectivesStudents will:
Understand how and why some systems of transport in Queensland communities have changed over time.
Understand how to represent selected events and developments in the history of rail transport in Queensland on a timeline.
Evidence of learningCan the student:
Resources Slideshow - Systems of transport in Queensland over time Sheet - Cause and effect of change to Brisbane's tram system Slideshow (with script) - Passenger trains in Queensland - 1865 to 1925 Sheet - Timeline: Passenger trains in Queensland over time (1925-2015) Supporting learning resource - Transport in Queensland communities
Attachments
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Changes over time Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: identify and describe aspects of the community that have changed and remained the same over time locate and collect information from sources to answer questions communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources Identify how and why some systems of transport in Queensland
communities have changed over time? Represent selected events and developments in the history of rail
transport in Queensland on a timeline?Example learning sequence
Examine sources to identify systems of transport in Queensland communities over time
Examine causes and effects of changes in a system of transport in Queensland
Sequence changes in a form of transport used in Queensland communities on a timeline
Lesson plan
Lesson 13
Changes in work over time
Lesson objectivesStudents will:
Understand how selected aspects of working life for people in Queensland communities have changed over time.
Understand how to develop a text about changes in Queensland communities over time.
Evidence of learningCan the student:
Identify how selected aspects of working life for people in Queensland communities have changed over time?
Identify the structure and features of a text about changes in a selected local community over time?
Example learning sequence Examine aspects of working life for people in Queensland Examine a text about change in a local community over time
Resources Slideshow (with script) - Work in Queensland communities over time Sheet - A story about work in Southport over time Sheet - Practice historical narrative: Natural and built features of Southport over time
Attachments Lesson plan
Lesson 14
Changes in transport:
Lesson objectivesStudents will:
Understand how to develop a historical narrative about changes in systems of transport used in a Queensland community over time.
Resources Sheet - Information from sources: Transport in Southport
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Changes over time Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: identify and describe aspects of the community that have changed and remained the same over time locate and collect information from sources to answer questions communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Southport, Queensland
Evidence of learningCan the student:
Write a text about the changes over time in the systems of transport in a selected local community in Queensland?
Example learning sequence Locate and record information from provided sources about
changes in systems of transport used in a Queensland community over time
Present a text (narrative) about the changes in systems of transport used in a Queensland community over time
Attachments Lesson plan
Teaching Sequence
Topic Practice inquiry Topic Duration 4 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view identify individuals, events and aspects of the past that have significance in the present communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Lessons 15-16
Practice inquiry: the Country of the Kombumerri people - Part 1
Lesson objectivesStudents will:
Understand the meaning and importance of 'Country' to Aboriginal peoples.
Understand how to pose questions for a historical inquiry. Understand how to locate and record information from provided
sources to answer questions as part of an inquiry.Evidence of learningCan the student:
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Slideshow (with script) - The meaning of Country to Aboriginal peoples Sheet - Practice inquiry: Kombumerri people Sheet - Kombumerri people: Sources Supporting learning resource - The Country of the Kombumerri people
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Changes over time Topic Duration 7 Lessons
Overview Throughout this lesson series, students will: identify and describe aspects of the community that have changed and remained the same over time locate and collect information from sources to answer questions communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources Identify the meaning and importance of 'Country' to Aboriginal
peoples? Pose questions to guide an inquiry? Locate and record information from provided sources to answer
questions posed for an inquiry?Example learning sequence
Examine the meaning of the term 'Country' to Aboriginal people in Australia
Pose questions to guide an inquiry into the importance of Country to the Kombumerri people
Review questions posed for an inquiry into the importance of Country to the Kombumerri people
Locate and record useful information from provided sources to answer questions posed
Attachments Lesson plan
Lessons 17-18
Practice inquiry: the Country of the Kombumerri people - Part 2
Lesson objectivesStudents will:
Understand how to develop a text to describe the importance of Country to the Kombumerri people.
Evidence of learningCan the student:
Identify the structure and features of a text (narrative)? Plan and write a text about the importance of Country to the
Kombumerri people?Example learning sequence
Examine the structure and features of a text (narrative) Review information recorded from sources to develop a plan for
writing Present findings and conclusions in a text that incorporates
discipline-specific terms
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Sheet - Exemplar historical narrative: Ngugi people of Moreton Bay Sheet - Piece together a historical narrative: the Ngugi people of Moreton Bay Sheet - Planning and writing a historical narrative Sheet - Practice inquiry: Kombumerri people Supporting learning resource - Practice inquiry
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Celebrations and commemorations Topic Duration 14 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view sequence information about events and the lives of individuals in chronological order identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Lesson 19
Recognising celebrations and commemorations
Lesson objectivesStudents will:
Understand that there is a range of celebrations and commemorations observed in Australia and around the world.
Evidence of learningCan the student:
Identify a range of celebrations and commemorations observed in Australia and around the world?
Example learning sequence Explore a range of celebrations and commemorations Sequence celebrations and commemorations Examine how sources are used to investigate a celebration or
commemoration
Resources Sheet - Special events calendar Slideshow - Sources: Celebrations and commemorations Supporting learning resource - Sequencing celebrations and commemorations
Attachments Lesson plan
Lesson 20
Distinguishing between celebrations and commemorations
Lesson objectivesStudents will:
Understand ways in which celebrations and commemorations are important and how they differ.
Evidence of learningCan the student:
Identify why celebrations and commemorations are important? Draw simple conclusions about the ways in which celebrations
and commemorations differ?Example learning sequence
Sequence events of personal importance Examine the reasons why events are significant to people today
Resources Sheet - Sequence of personal events Sheet - Which events from the past are significant? Sheet - Celebration or commemoration? Slideshow (with script) - Significant events
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Celebrations and commemorations Topic Duration 14 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view sequence information about events and the lives of individuals in chronological order identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources Locate information in provided sources to identify features of
celebrations and commemorations Draw simple conclusions about features that help to distinguish
between celebrations and commemorations
Lesson 21
New Year celebrations
Lesson objectivesStudents will:
Understand the significance and purpose of New Year celebrations in Australia and around the world.
Evidence of learningCan the student:
Recognise the significance of celebrating at the beginning of a new year?
Locate and record relevant information from sources about New Year celebrations in other places?
Example learning sequence Explore why New Year celebrations are held in Australia and in
places around the world Locate and record information from provided sources about New
Year celebrations in other places around the world Draw simple conclusions about why the beginning of a new year is
celebrated
Resources Slideshow (with script) - New Year celebrations in different cultures Sheet - New Year celebrations: sources Sheet - Investigating New Year celebrations Supporting learning resource - New Year celebrations in different places
Attachments Lesson plan
Lesson 22
Perspectives on a past event
Lesson objectivesStudents will:
Understand how Australia Day is celebrated today and how different people view Australia Day.
Evidence of learning
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Sheet - How and why is Australia Day important to people? Slideshow (with script) - Perspectives and point of view Slideshow (with script) - Australia Day
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Celebrations and commemorations Topic Duration 14 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view sequence information about events and the lives of individuals in chronological order identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Can the student: Identify how Australia Day is celebrated today and how different
people view Australia Day?Example learning sequence
Examine the historical origins of Australia Day Examine information to identify different points of view about
Australia Day Draw simple conclusions about how and why Australia Day is
important to people and groups today
Supporting learning resource - Perspectives on a past eventHelpful information
Website - Australia Day, Citizenship Ceremonies (National Australia Day Council) http://www.australiaday.org.au/australia-day/australia-day-ceremonies/citizenship-ceremonies/
Attachments Lesson plan
Lesson 23
Commemorating Anzac Day
Lesson objectivesStudents will:
Understand the historical origins of Anzac Day and the features of Anzac Day commemorations over time.
Evidence of learningCan the student:
Identify the historical origins of Anzac Day and the features of Anzac Day commemorations over time?
Example learning sequence Examine historical events commemorated on Anzac Day Explore the features of Anzac Day commemorations Locate information in sources to identify continuity and change in
the Anzac Day parade over time
Resources Slideshow (with script) - World War I: The Battle of Gallipoli Slideshow (with script) - Anzac Day traditions Sheet - Gallipoli campaign Assessment task - Our unique communities: Anzac Day parade sources Supporting learning resource - Origins of Anzac Day
Attachments Lesson plan
Lesson 24
The significance of
Lesson objectivesStudents will:
Understand the significance of Anzac Day commemorations to people in Australia and in other places.
Resources Slideshow (with script) - Anzac Day in Australia and other places Slideshow (with script) - Interpreting photographs of Anzac Day in different places Sheet - Anzac Day in different places
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Celebrations and commemorations Topic Duration 14 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view sequence information about events and the lives of individuals in chronological order identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Anzac Day today
Evidence of learningCan the student:
Identify the significance of Anzac Day commemorations to people in Australia and in other places?
Example learning sequence Examine how Anzac Day is commemorated by people in other
places Locate information in provided sources to compare the features of
Anzac Day commemorations in Australia and in other places Draw conclusions about the significance of Anzac Day
commemorations to people in Australia and in other places
Supporting learning resource - The significance of Anzac Day today
Attachments Lesson plan
Lessons 25-29
Assessment task - Our unique communities
Assessment purposeTo conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?Example assessment sequence
Assessment purpose Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Our unique communities Assessment task - Our unique communities: Model response Assessment task - Our unique communities: Teaching notes Assessment task - Our unique communities: Anzac Day commemoration sources Assessment task - Our unique communities: Anzac Day parade sources
Attachments Lesson plan
Lesson 30-31
Signs and symbols
Lesson objectivesStudents will:
Understand the significance of symbols and emblems within a community context.
Evidence of learning
Resources Slideshow (with script) - Symbols and emblems in Australia Sheet - Signs and symbols Sheet - Symbols and emblems Supporting learning resource - Signs and symbols
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Teaching Sequence
Topic Celebrations and commemorations Topic Duration 14 Lessons
Overview Throughout this lesson series, students will: pose questions to investigate people, events, places and issues locate and collect information from sources to answer questions examine information to identify a point of view sequence information about events and the lives of individuals in chronological order identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups communicate ideas and conclusions in written forms using simple discipline-specific terms.
Lessons Teaching and Learning Sequence Resources
Can the student: Recognise the importance of symbols and emblems used in both
the local and wider communities?Example learning sequence
Examine commonly seen signs and symbols in Australia and identify the difference between them
Locate information in sources to identify signs and symbols within the local community
Draw simple conclusions about the importance of symbols in signs in the local community
Attachments Lesson plan
Lesson 32
Intercultural understanding
Lesson objectivesStudents will:
Understand the importance of recognising and valuing the beliefs and traditions of a range of cultural groups.
Evidence of learningCan the student:
Explain the importance of recognising and valuing the beliefs and traditions of a range of cultural groups?
Example learning sequence Explore significant days and weeks that promote intercultural
understanding in Australia Reflect on the ways that cultural diversity has shaped the way we
live in Australia
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.
Slideshow (with script) - Significant days and weeks in Australia Sheet - Significant days and weeks in Australia Supporting learning resource - Significant days and weeks that promote intercultural
understanding
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Communities Lesson plan - HASS_Y03_U1_LP01.docx
Lesson plan - HASS_Y03_U1_LP02-03.docx
Lesson plan - HASS_Y03_U1_LP04-05.docx
Lesson plan - HASS_Y03_U1_LP06-07.docx
Sequence - Changes over time Lesson plan - HASS_Y03_U1_LP08-09.docx
Lesson plan - HASS_Y03_U1_LP10.docx
Lesson plan - HASS_Y03_U1_LP11.docx
Lesson plan - HASS_Y03_U1_LP12.docx
Lesson plan - HASS_Y03_U1_LP13.docx
Lesson plan - HASS_Y03_U1_LP14.docx
Sequence - Practice inquiry Lesson plan - HASS_Y03_U1_LP15-16.docx
Lesson plan - HASS_Y03_U1_LP17-18.docx
Sequence - Celebrations and commemorations Lesson plan - HASS_Y03_U1_LP19.docx
Lesson plan - HASS_Y03_U1_LP20.docx
Lesson plan - HASS_Y03_U1_LP21.docx
Lesson plan - HASS_Y03_U1_LP22.docx
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Lesson plan - HASS_Y03_U1_LP23.docx
Lesson plan - HASS_Y03_U1_LP24.docx
Lesson plan - HASS_Y03_U1_LP25-29.docx
Lesson plan - HASS_Y03_U1_LP30-31.docx
Lesson plan - HASS_Y03_U1_LP32.docx
Sequence Sheet - A story about work in Southport over time
Sheet - Anzac Day in different places
Sheet - Cause and effect of change to Brisbane's tram system
Sheet - Celebration or commemoration?
Sheet - Comparing forms of entertainment
Sheet - Continuity and change in a Queensland community
Sheet - Entertainment in local communities in the past
Sheet - Exemplar historical narrative: Ngugi people of Moreton Bay
Sheet - Flinders Street, Townsville, over time
Sheet - Gallipoli campaign
Sheet - How and why is Australia Day important to people?
Sheet - Information from sources: Transport in Southport
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Sheet - Investigating New Year celebrations
Sheet - Italian-Australians and their contributions to Ingham in Queensland
Sheet - Kombumerri people: Sources
Sheet - My identity iceberg: participation in a group
Sheet - New Year celebrations: sources
Sheet - Note taking: Contributions of a group to a local area
Sheet - Participating in communities
Sheet - Participating or contributing?
Sheet - Piece together a historical narrative: the Ngugi people of Moreton Bay
Sheet - Planning and writing a historical narrative
Sheet - Points of view about local communities
Sheet - Points of view on 'Soccer slays slumber'
Sheet - Practice inquiry: Kombumerri people
Sheet - Practice historical narrative: Natural and built features of Southport over time
Sheet - Schools in local communities in the past and present
Sheet - Sequence of personal events
Sheet - Significant days and weeks in Australia
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Sheet - Signs and symbols
Sheet - Special events calendar
Sheet - Symbols and emblems
Sheet - Timeline: Passenger trains in Queensland over time (1925-2015)
Sheet - Which events from the past are significant?
Sheet - Worksheet: Flinders Street, Townsville, over time
Slideshow - Contributing to communities
Slideshow - Greek culture in Brisbane
Slideshow - Inquiry: Asking questions
Slideshow - Natural and built features of a local community
Slideshow - Participating in communities
Slideshow - Queensland communities over time
Slideshow - Sources: Celebrations and commemorations
Slideshow - Systems of transport in Queensland over time
Slideshow - Values and beliefs influence participation
Slideshow - Why citizens participate in and contribute to their community
Slideshow (with script) - Anzac Day in Australia and other places
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Slideshow (with script) - Anzac Day traditions
Slideshow (with script) - Australia Day
Slideshow (with script) - Entertainment in the past
Slideshow (with script) - Interpreting photographs of Anzac Day in different places
Slideshow (with script) - New Year celebrations in different cultures
Slideshow (with script) - Passenger trains in Queensland - 1865 to 1925
Slideshow (with script) - Perspectives and point of view
Slideshow (with script) - Schools in the past and present
Slideshow (with script) - Significant days and weeks in Australia
Slideshow (with script) - Significant events
Slideshow (with script) - Symbols and emblems in Australia
Slideshow (with script) - The meaning of Country to Aboriginal peoples
Slideshow (with script) - Work in Queensland communities over time
Slideshow (with script) - World War I: The Battle of Gallipoli
Supported learning resource - HASS Glossary Year 3 Unit 1
Supporting learning resource - Contributions of diverse groups to a local community
Supporting learning resource - Entertainment in local communities over time
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - New Year celebrations in different places
Supporting learning resource - Origins of Anzac Day
Supporting learning resource - Perspectives on a past event
Supporting learning resource - Practice inquiry
Supporting learning resource - Queensland communities over time
Supporting learning resource - Schools in local communities over time
Supporting learning resource - Sequencing celebrations and commemorations
Supporting learning resource - Significant days and weeks that promote intercultural understanding
Supporting learning resource - Signs and symbols
Supporting learning resource - The Country of the Kombumerri people
Supporting learning resource - The significance of Anzac Day today
Supporting learning resource - Transport in Queensland communities
Supporting learning resource - Using the sheet 'Soccer slays slumber' to explore point of view Learning object - Group membership: belonging (Education Services Australia) (TLF L1023) https://learningplace.eq.edu.au/cx/resources/items/12857f17-6334-6a9b-63b1-46eeb634fa28/0/ViewIMS.jsp
Website - Australia Day, Citizenship Ceremonies (National Australia Day Council) http://www.australiaday.org.au/australia-day/australia-day-ceremonies/citizenship-ceremonies/
Website - Delivering quality curriculum and assessment for all Queensland schools (Queensland Curriculum & Assessment Authority) https://www.qcaa.qld.edu.au/ (Home > K-12 policies and resources > Aboriginal and Torres Strait Islander perspectives > Support materials)Website - Difference differently (Together for Humanity Foundation) http://differencedifferently.edu.au (access the Civics and Citizenship module Getting to know others)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Unit Plan Section Resource Attachments*
Website - Learning tools (GIVIT Kids) http://givitkids.org.au/learning-resources
Website - World of Values ('Communities' unit, 'Tuning-in' activities) (Education Services Australia) http://www.worldofvalues.edu.au/communities/communities.html (access key: AtvKRqfQ, Select 'I am a student') © Commonwealth of Australia 2009
Assessment Planner - Our unique communities
Assessment task - HASS_Y03_U1_AT_OurUniqueCommunities.docx
Assessment task - HASS_Y03_U1_AT_MR_OurUniqueCommunities.docx
Assessment task - HASS_Y03_U1_AT_TN_OurUniqueCommunities.docx
Assessment task - HASS_Y03_U1_AT_SH_AnzacDayCommemSources.docx
Assessment task - HASS_Y03_U1_AT_SH_AnzacDayParadeSources.docx
Assessment Assessment task - Our unique communities
Assessment task - Our unique communities: Anzac Day commemoration sources
Assessment task - Our unique communities: Anzac Day parade sources
Assessment task - Our unique communities: Model response
Assessment task - Our unique communities: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Our unique communities (Yr 03)Type Research
Date
Description Students conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?
Learning Area Humanities and Social Sciences
Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Identify aspects of the past that have significance.Identify and describe aspects that have changed and remained the same.Identify the importance of different celebrations and commemorations. Explain how and why people participate in and contribute to their communities.
Pose questions and locate and collect information from sources, to answer these questions.Sequence information about events and the lives of individuals in chronological order.
Examine information to identify a point of view.
Communicate ideas and conclusions in written forms using simple discipline-specific terms.
A ◄
Makes connections when evaluating past events.Justifies the significance of a commemoration to different groups.Makes inferences to support descriptions of events.Explains the participation of others in a significant community event.
◄
Includes source details to justify responses.Uses chronological information to support narrative.
◄ Justifies a point of view using relevant examples.
◄ Organises ideas with historical accuracy.
B ◄
Explains the significance of an event today.Explains the importance of a commemoration to different groups.Uses examples to support descriptions.Explains their own participation in a significant community event.
◄ Poses questions relevant to the topic of the inquiry. ◄ Explains point of view. ◄ Uses correct historical text structure
to develop ideas.
Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
C ◄
Identifies individuals, events and aspects of the past that have significance in the present.Describes how an aspect of the community has changed and remained the same over time.Identifies the importance of a commemoration to different groups.Explains how people participate in a significant event.
◄
Poses questions and locates and collects information from sources, to answer these questions.Sequences information about events in chronological order.
◄ Examines information to identify a point of view.
◄Communicates ideas and conclusions in written forms using simple discipline-specific terms.
D ◄
Identifies the significance of an event.Identifies different groups that commemorate or participate in events.Identifies a change.
◄
Poses a question.Considers a relevant source when locating information.Sequences events in an order.
◄ Identifies a point of view. ◄ Makes a series of statements.
E ◄Identifies an event.Acknowledges change over time.
◄ Locates information from a source. ◄ Identifies a commemorative action. ◄ Communicates an idea.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 29 of 30
Unit Plan Plan Name: Unit 1 - HASS Year 3 (V8)
Year: 3Learning Areas/Subjects: Humanities and Social Sciences
Duration: 32 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 30 of 30