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PRIMARY TEACHERS NETWORK

GLOBAL EDUCATION GENERAL CAPABILITIES

TEACHING RESOURCE

Introduction: Welcome to the Primary Teachers Network (PTN) Global Education General Capabilities Teaching Resource. The resource has come about through the collaboration of the PTN and the University of Wollongong. Please find below:

1) The background to the conference and workshops that led to the creation of the resource.

2) ‘How to use’ the resource and receive follow-up support. 3) The resource containing some frameworks for creating global education units of

work, underpinned by specific general capabilities, units of work created by the participating groups and a copy of a reference framework created by Global Education NSW called, ‘Global Perspectives: A framework for the development of active global citizenship in NSW schools’.

Background to this resource: Funded by the PTN, a two-day conference was held at the University of Wollongong (UOW) – 17th and 24th May 2019 - that brought together academics, representatives from ACARA, NESA NSW and the NSW Department of Education; primary school teachers from the department, Catholic and private sectors; and pre-service primary education teachers from UOW. The purpose of the conference was to:

(a) discuss the history and purpose of global education and the general capabilities, and the roles that they play in the primary classroom

(b) create frameworks designed specifically to support teachers to create units of work underpinned by general capabilities and global education

(c) create units of work that were built using the above-mentioned frameworks. The conference organising committee comprised the following people: Dr Peter Andersen (School of Education, UOW); Kim Tsolakis (PTN); Dr Shona Gibson (School of Education, UOW); Rachelle Winning (Professional Experience Unit, UOW); Gila Adams (Assistant Principal, Gerringong Public School) and Aloma Stewart (Principal, Balgownie Public School). Attendees at the conference and workshops were as follows: two teachers (a member of school’s management team and a classroom teacher) from Balgownie Public School; Fairy Meadow Demonstration School; Gerringong Public School; Illaroo Road Public School; Hayes Park Public School; Coniston Public School; Saints Peter and Paul Catholic Primary School; Arden School; Oxley College; and representatives from Catholic Education Wollongong Diocese. The conference began with attendees hearing the perspectives of three organisations on the place of the general capabilities and global education in primary schools. These organisations and representatives were:

• ACARA: Danielle Cavanagh (General Capabilities Specialist) • NESA NSW: Tanya Coli and Lucy Gregory (Inspectors, Primary Education) • Department of Education NSW: Theone Ellas (HSIE Advisor)

Groups were then formed, comprising primary school teachers and pre-service teachers from UOW. Each group was set three tasks:

1) Choose a general capability and create a framework that could be used by other primary schools to build units of work that specifically built and assessed that general capability in their students

2) Present their framework to the other groups and in turn listen to the ideas/designs from the other groups

3) Create a unit of work based on the frameworks/ideas brought forward by the groups. In order to support the groups to create their units of work, Dr Shona Gibson provided the attendees with an overview of the document ‘Global Perspectives: A framework for the development of active global citizenship in NSW schools’. She also explained to the groups how to use this document as a guide and resource for embedding global education in their units of work. The resource: Frameworks that provide educators with a ‘checklist’ of what to consider/do when designing global education units of work that build particular general capabilities in their students. Units of work that were developed using the frameworks and provide educators with the foundations for global education programs, underpinned by specific action-oriented general capabilities from the Australian Curriculum. How to use the resource and ‘where to next’? These frameworks and units of work are designed to inspire teachers to build contextually relevant programs that will create globally responsible, active young citizens. The frameworks and units included in this resource are contextually relevant to the teachers who attended the workshops. However, they can be used in their current forms or improvised to suit different contexts and needs. Either way, it is vital that the teachers first of all decide on the General Capability that they would like to use as the foundation stone of their unit of work. Simply take the following steps: Frameworks:

1) Decide on the General Capability that the teaching team or school community would like to build and assess in their students. Access the continuum for the chosen General Capability: Critical and Creative Thinking: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Ethical Understanding: https://www.australiancurriculum.edu.au/media/1073/general-capabilities-ethical-understanding-learning-continuum.pdf Intercultural Understanding: https://www.australiancurriculum.edu.au/media/1075/general-capabilities-intercultural-understanding-learning-continuum.pdf Personal and Social Capability: https://www.australiancurriculum.edu.au/media/1078/general-capabilities-personal-and-social-capability-learning-continuum.pdf Information and Communication Technology Capability: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

2) Choose the appropriate level for the students who are going to be undertaking the unit of work.

3) Choose 2-4 sub-elements from the General Capability continuum. 4) Follow the steps of the preferred framework from those included in the following

pages. REMEMBER, that you can certainly create a ‘bespoke’ framework, based on the Framework examples provided in this resource.

Units of Work: The units of work provided in this resource have one thing in common: they are designed to build and assess a particular General Capability in the students. Each unit of work contains supporting resources. Either implement the units of work in their current formats or improvise them in order to suit different school and learning contexts.

For the frameworks, go to pages 5-11 and for the units of work, go to pages 12-53. For further information about anything in this document and resource, please do not hesitate to get in touch with Dr Peter Andersen at the University of Wollongong: [email protected]

FRAMEWORK EXAMPLE ONE

1. Refer to schools Scope and Sequence to determine the focus of the general capability �

2. Determine the General Capability and Sub Elements �

3. Determine the reason (What’s the Big Idea/Why does � this learning matter) �

4. Think of student context - What they already (prior � learning, assess student learning to guide learning sequence in relation to Blooms Taxonomy – formative assessment) �

5. Refer to syllabus for suitable outcome/outcomes and suggested content �

6. Ensure learning sequence is reflective of the NSW Model of Inquiry to develop questions and learning sequences using a wide range of sources and thinking tools. �

7. Plan assessment strategies to assess student deep understanding �

8. Reflect and Evaluate �

FRAMEWORK EXAMPLE TWO

1. Auditing:��→ staff members discuss area of need → School context�� → unpack general capabilities

2. Process/Analyse data from step: → interpret areas of need �� → what has been overlooked? → Is there balance across capabilities/KLAs? �

3. Select general capability:�

→ Determine student understanding of capability

→ Identify the ‘big idea’ behind your unit of work → Backward mapping

��4. Developing unit/ inquiry path: �

→ links – cross- curricular

→ content/outcome selection �

→ forming key inquiry questions �

→ resourcing

→ community links �

→ assessment

→ collating evidence ��

5. Evaluation / Reflection: �

→ did we reach our big idea? �

→ student engagement / growth �

→ were cross curricular links achieved? �

→ Is adjustment of inquiry questions needed? �

→ staff and student reflections �

6. Use evaluation / reflection to make suggestions for future.�

7. Modify for new student need. Incorporating past suggestions. �

FRAMEWORK EXAMPLE THREE

Provocation: What are the steps to take so that general capabilities are embedded/taught in learning and teaching experiences?

Pretext: Creating ‘the why’?�Going back to the Melbourne Declaration - how do we ensure students leave as...

- successful learners �

- confident and creative individuals �

- active and informed citizens �

Does your school already have a focus on a GC? �

1. Read the rationale of the KLA you are programming. �http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curricul um/syllabuses-a-z�

• What elements of the GC are expressed in the rationale?� • What are the values and skills expressed in this statement? � • Highlight key verbs within the rationale �

2. Read the Learning Across the Curriculum Statements - General Capabilities. Which ones strongly connect to the unit of work you are planning? �

3. Review the image of how the content in organised in the KLA . What part of this image reflects the GC? �

4. Read the stage statement �Are there elements of the GC expressed in the Stage Statement? �

5. What’s the big idea/concept of this unit? �

• Ask yourself - why does this learning matter?� • How does your big idea/concept reflect the GCs?� • What sub-element(s) of the GC do you want to focus on in this unit? • What is the best time for this unit? �

6. Look at Outcomes (both content and skills)�What does the content focus?�Do the outcomes support your big idea? If not, review your big idea. �

7. Does your KLA have an overarching approach to working with the content? Eg In Geography it’s Geographical Inquiry; in History it’s Historical Inquiry;�in Mathematics it’s Working Mathematically

8. Turn your Big Idea into an inquiry question or Provocation.

9. Start developing a learning sequence.

10. Review your sequence in light of your Big Idea/ CC and GCs.�How could learning taxonomies be utilised to support the sequence?

Potential Sequence of Learning Beyond...

- Geography Unit - as above �

- History unit following on from the topic - looking at the history of the place - impacts on �purpose etc. �

- Science & Technology unit following on - picking up the sustainability element and �embedded STEM activity around ‘How to maintain the beach as a useable area’ (designing barriers for rising sea levels, sustainable fishing, water quality, pollution, marine debris etc.) �

FRAMEWORK EXAMPLE FOUR

1) Determine what capabilities that students need to strengthen their knowledge, skills and understandings

2) Determine what capabilities are required through school plan, lacking in school, consensus, student needs or personal interest

3) Determine what unit/program/KLA’s will be utilised 4) Get relevant syllabus and determine the selected general capability looks like 5) Determine the end goal � 6) Look at a typical sub-element level relevant to the applicable year � 7) Select 2-3 sub elements � 8) Create a criteria using the continuum � 9) Add content � 10) Plan a teaching and learning sequence with a foundation of the chosen �capability

focus � 11) Look for opportunities to link between KLA’s � 12) Implement an evaluative tool �

Success criteria:

● We can structure a sequence of learning around general capability? �

● We can apply the sequence of learning to the schools individual context?

● We can adapt and evaluate the created framework to drive the learning sequence? �

● We can use relevant aspects of the syllabus content that fit the purpose of the �chosen general capability? �

● We can implement and share our learning when returning to our school? ��

Focus: �

● A product that is contextually relevant to others �

● A product that can be used and adapted by others �

● A clear big idea �

● Use the sub elements to drive this product �

● Think globally and act locally - global education �

● Use the structure created �

● Ensure reference to:

○ General capability - sub element �

○ Syllabus reference �

○ Big idea/sequence of learning �

○ Evaluative tool �

HumanSocietyandItsEnvironment-GeographyUnitTitle:Places

Year:KindergartenStage:ES1

Duration:10Weeks

UnitDescription

This enquiry unit focuses on the provocation, Do ALL people go to the beach to swim? This unit brings together the content and skills of geography by encouraging students to think about what they know of the places in their local area, and then representing this knowledge in a variety of forms. Students explore the places they live in and belong to and the importance of looking after places. Students explore how the location of places can be represented and how maps are used.

Syllabusoutcomes

Early Stage 1 outcomes A student:

● identifies places and develops an understanding of the importance of places to people GEe-1

● communicates geographical information and uses geographical tools GEe-2

Content:GeographicalConcepts,SkillsandTools

GeographicalConceptsImportant Places:

● investigate the importance of places they live in and belong to, for example: (ACHGK002, ACHGK004)

● identification of places they live in and belong to

Aboriginal and Torres Strait Islander places:

● investigate the Country/Places important to Aboriginal or Torres Strait Islander Peoples, for example:

● identification of an Aboriginal or Torres Strait Islander site, Country or Place

● discussion of why the site, Country or Place is important

GeographicalSkillsLocating places:

● investigate how the location of places can be represented, for example:

● location of familiar and local places on maps

● description of the location of places

GeographicalToolsMaps – M • pictorial mapsGraphs and statistics – GS • pictographsFieldwork – F • observing and recording data

Learning,TeachingandAssessmentExperiencesCode:AFL–Assessmentforlearning;AAL-Assessmentaslearning;AOL-Assessmentoflearning

Resources

Provocation/BigIdeaPeopleuseplacesfordifferentpurposes.

InquiryQuestion:

KLA’s

***includerichtextsin

DoALLpeoplegotothebeachtoswim?

- Whoarethepeoplewhousethebeach?

- Howdotheyuseit?

- Whyisthebeachimportant?

- Whoownsthebeach?

- Whoisresponsibleforthebeach?

Context:HowisSurfBeachused?LearningSequence1:Settingthecontext.Buildthecontext:

Dressupinbeachattire,egtowel,thongs,bucket,spade

HavechildrenbrainstormwhereImightbegoing(buildthecontext)

Walktothebeach;discusswaysthatthebeachcanbeused(teachervideoresponses).Teachertogainanunderstandingofwhatstudentsalreadyknow.

Gotowetsand,drawapictureinthesandorcreateasculptureofhowwemightusethebeach.(Teachertakesphotosofstudentresponses)AFL-displayphotos,teacherscribesstudentresponse.(LinkwithwritinginEnglish-Listwayspeopleusethebeach)-Createapicturegraphofthewaystheyuse,createabargraphusingstudentresponses.Havechildrenmakegeneralisationsofresponses.

English

- graphinginmathematics

- DigitalTechnologies

LiteracyFocusFictionTestshttps://www.scholastic.com/parents/books-and-reading/raise-a-reader-blog/10-great-picture-books-beach.html

GrannyGrommet

MagicBeach-AlisonLester

There’saseainmybedroom

AboriginalText

MaluKangaroo

NonFiction

LearningIntention:

Sequence2-unpackthedrivingquestionDigitalText:Viewdreamingstory-byRachaelMorgan-GurangutchtheeelTeacherBackground:ThisstorydescribeshowthelocalareawascreatedbyGurangutch.

WebsiteforResourcesaboutbeaches.

http://education.abc.net.au/home#!/search/beach/-/F

InviteRachaelMorganandherdaughtersintopresentthisstorytothechildren.

- Discusstheimportanceofstorytelling,musicanddanceandthemessagesthatcanbelearntfromdreamtimestories.

Definebeach-what’sthesame/what’sdifferent?whatarethecommonfeaturesofabeach?Brainstormbeachesinourlocalarea.

Observeimagesoflocalbeaches.Resources

Usinggooglemaps,locatethebeaches.Resources

ATSIC:VIewhttp://education.abc.net.au/home#!/media/2519543/what-s-in-the-rock-pools-,havechildrenlistfeaturesofthebeachesinour

localarea.

Posethequestions:Have you ever been to the beach and explored rock pools? What did you see in them? Join Tom and his family as they go looking for sea creatures in rock pools. What are some of the animals they find?

Have you ever seen a crab at the beach? Can you move like a crab?

UsingaVenndiagram,comparebeachesintheareaieblackbeachwhy??-usegeologicalinformationwecanusetodeterminewhysomebeaches

havepebblesetc.Whyarethepebblesthere?

ATSIC:VIewhttp://education.abc.net.au/home#!/media/1999708/welcome-to-shelly-beach-port-lincolnTeacherBackground:Watch and listen as local Parnkalla (Barngarla) boys Darnell and Kaiden Richards take you to their special place: Shelly Beach in Port Lincoln, South Australia. Learn some local Parnkalla words as the boys share a story about what connects their family and community to this beach. Have children discuss the ways the boys used the beach that was special to them. Link to ways people use the beach.

*Discuss the environmental issues- about caring for the land. (link to laudato si)

LearningSequence:Using geographical toolsWhat is a map? -

Acquiring geographical information Question: How are places represented?

- What is a map? - What is its purpose?- Why do we need maps? - How is a map made?

Look at a variety of maps - atlas/google maps/map of Kiama/Map of Australia What do they notice about how places are drawn? Notice the difference between maps of the environment and maps of rooms (floorplans, etc). Go onto Google maps and look at the school from a variety of positions. Referring to the beaches listed in the previous lesson, create a class map, using post it notes and images, of the local area highlighting the beaches in the area (display).

Have students independently create a map of the local area, label with words from the word wall for support. Have children identify the beaches in our local area (previous lesson), label on a map of Kiama

Emerging: Students can refer to the jointly constructed map.

LearningIntention:TheimportanceofCountry,HowKiamagotit’snameandtheculturalsignificancetotheAboriginalpeoplehttp://www.abc.net.au/abcforkids/articles/playschoolacknowledgement.htmViewPlaySchool-AcknowledgmentofCournty.DiscusstheimportanceofCountrytoAboriginialpeopleandtheimportanceofcaringforourcommonhome.DiscusstheAboriginalwordsintheclipandtheuseofsymbolstodescribecertainaspectsofCountry.

Posethequestion-HowdoyouthinkKiamagotit’sname?

TeacherBackground:Thename"Kiama"isderivedfromtheAboriginalword"kiarama",whichmeans"Placewheretheseamakesanoise".Kiamaisalsoknownastheplacewherethemountainstouchthesea.ThisisinreferencetotheKiamaBlowholewhichattractsalargenumberofvisitorseachyearFieldwork:Walkingexcursion-Walktotheblowhole.Havechildrenlistentotheblowhole.UseaYscaffoldtorecordwhatthestudentssee,thinkandfeel.

HaveAboriginalEducationOfficervisittheclasstodiscussthewhereKiamagotit’sname.WhatthetotemfortheTraditionalLandisandhowthebeachwas/isusedbyAboriginalPeople.ATSICFindanaboriginalcommunitywhohaveneverbeentothebeachbefore.??Videoconferencing

LearningSequence:TodeterminewayspeopleuseSurfBeach-

Refertofirstlesson,havechildrenreviewwaysweusethebeach.

T-WearegoingtovisitCoronationPark,wearegoingtoobservehowpeopleuseSurfBeach.Teacherchildrenhowtocollectdata.

HavestudentsrecorddataonthewaythatpeopleuseSurfBeach,createawholeclassbargraphtoshowthewayspeopleusethebeach.

Studentscreateashortvideo/interview-HowisSurfBeachused?Walkthrough,drone??

Usethefivesensesforstudentstocollectdataofwhattheyobserve,includingsigns,people,buildings,gardens,animals,roads.Communicatewhattheyobserveusingdirectionalandlocationallanguage–above,after,before,behind,between,bottom,front,middle,under,top,around,below,down,front,nextto,infrontof,rightof,near,left,right

● Uponarrivingbackintheclassroom,brainstormalistofthefeaturesobserved.

LearningSequence:TodeterminewayspeopleuseSurfBeach UsingthedatacollectedinthepreviouslessoncreateanideaWeb:useSurfBeachasthecentre.Brainstormcategoriesasheadingstolabeleachlineoftheweb-wayspeopleusethebeach(e.g.swim,exercise,surf,visit,takephotos,learn).Usequestioningtoaddideastothecategories:

- Whatisspecialaboutthesefeatures?

- Whoaretheyfor?Whousesthem?

- Whichfeaturesfitintomorethanonecategoryontheweb?

-Howdopeoplecareforthebeach?

AOLFinalassessmenttask?Whatwouldhappenifwedidn’thavethisbeach(transferofknowledge)-Higherorderthinkingskillsrequired,whatwouldhappentoallthepeopleiftherewasnobeach?

Extensionopportunity-howcouldwelookafterthebeach?-transferandapplyknowledgeandunderstanding

LearningIntention:

LearningIntention:

DifferentiationandAdjustmentsLevel of Instruction: Emerging/ Extending WASO: Working above stage outcomes WBSO: Working below stage outcomes ADJ: Adjustments (reflected in PP’s)

Evaluation

Areflectiveevaluationcommentingon:● theeffectivenessofdifferentiatingforalllearners

● thelearnerknowledgeandskillsachieved

● theeffectivenessofpedagogicalpracticesemployed

Stage 2 HISTORY PROGRAM TERM 3, 2019

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Unit Name IndigenousAwareness-RespectandAcknowledgement

Integration with other KLAs

Cross-Curriculum Priorities

� AboriginalandTorresStraitIslanderHistoriesandCultures

� AsiaandAustralian’sEngagementwithAsia

� Sustainability

General Capabilities � CriticalandCreativeThinking

� EthicalUnderstanding

� InformationandCommunicationTechnologyCapability

� InterculturalUnderstanding

� Literacy

� Numeracy

� PersonalandSocialCapability

Habits of Mind and Strengths Integration

Listeningwithunderstandingandempathy,applyingpastknowledgetonewsituations,thinkingandcommunicatingwithclarityandprecision

Thinking Skills Withintheunit,opportunitieshavebeenmadefordevelopinginterculturalunderstanding.Studentswilltakepartinstudent-centered

activities,smallandlargegroupworksituationsaswellasusingthinkingroutines(circleofviewpoints,connect,challenge,extendandI

usedtothinkbutnowIknow)toconsolidatetheirlearningexperiences.

Overview of: Goal Setting Pretesting Gathering of Students’

Todevelopempathy,recognitionandrespectforourAboriginalandTorresStraitIslanderpeoplelocallyandglobally.

Pretesting-Studentswillcompleteapretestchartforthetopicwheretheywillidentifywhattheyalreadyknowaswellaswhattheywant

Stage 2 HISTORY PROGRAM

TERM 3, 2019

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Questions and Interests to inform planning

toknow.

RATIONALE:

ThestudyofHistoryinAustraliarequiresavaluedengagementinandcelebrationoftheexperiencesofAboriginalandTorresStrait

Islanderpeoples,pastandpresent,aspartofthesharedhistorybelongingtoallAustralians.Studentsexaminehistoricalperspectives

fromAboriginalandTorresStraitIslanderviewpoints.ThroughoutthestudyofHistory,studentslearnaboutAboriginalandTorresStrait

Islanderpeoples,astheworld’soldestcontinuouscultures,priortocolonisationbytheBritish,theensuingcontactanditsimpact.They

willexaminetheinteractionbetweenAboriginalandTorresStraitIslanderpeoplesandEuropeans,withspecialemphasisonAboriginal

initiativesandresponsestokeygovernmentpoliciessincetheirearliestcontactwithBritishcolonists.Studentsdevelopanawarenessof

thesignificantrolesAboriginalandTorresStraitIslanderpeopleshaveplayedinAustraliansocietyandthewiderworld.Thisknowledge

andunderstandingwilldeepenandenablestudents’capacitytoparticipateintheongoingdevelopmentofajustandequitableAustralian

societythatgenuinelyreconcileswithAboriginalandTorresStraitIslanderpeoples.Itwillfoster,intellectual,socialandmoral

developmentbyenablingstudentstothinkcriticallyaboutthehistoricalandcontemporaryexperienceofAboriginalpeoples.Itwill

enhancestudentsunderstandingandappreciationoftheconceptsofsocialjusticeandsharedhistoriesandencouragesthemtocritically

examinetheirroleasactiveandinformedcitizens.AboriginalhistoryandculturearefundamentaltothedevelopmentofAustralian

identity.

StageStatement:


TERM 3, 2019

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Studentsexplorechangeincommunitiesfromdifferentperspectivesandevaluatetheeffectsofchangeonindividualsandgroups,

includingAboriginalpeoples,andtheenvironment.TheyunderstandkeyeventsrelatedtotheBritishcolonisationofAustraliaand

identifythechangesandconsequencesforAboriginalandotherpeoplesandthecontinent.


TERM 3, 2019

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STAGE 2 CONCEPTS AND SKILLS

CONCEPTS CONTINUUM

ChangeandContinuity

CauseandEffect

Perspectives

EmpatheticUnderstanding

Significance

Contestability

InStage2Studentsdemonstrateunderstandingof:

• ChangesandcontinuitiesduetoBritishcolonisationofAustralia

• Reasonsforaparticularhistoricaldevelopment,egjourneyoftheFirstFleet

• Differentpointsofviewwithinanhistoricalcontext,egaBritishandanAboriginalperspectiveonthearrivaloftheBritishinAustralia

• Howandwhypeopleinthepastmayhavelivedandbehaveddifferentlyfromtoday

• Theimportanceandmeaningofnationalcommemorationsandcelebrations,andtheimportanceofapersonorevent

SKILLS CONTINUUM

Comprehension:chronology,termsand

concepts

AnalysisanduseofSources

Perspectivesandinterpretations

EmpatheticUnderstanding

Research

ExplanationandCommunication

InStage2Students:• Respond,readandwritetoshowunderstandingofhistoricalmatters• Sequencefamiliarpeopleandevents• Usehistoricalterms

• Locaterelevantinformationfromsourcesprovided

• Identifydifferentpointsofviewwithinanhistoricalcontext

• Explainhowandwhypeopleinthepastmayhavelivedandbehaveddifferentlyfromtoday

• Posearangeofquestionsaboutthepast• Plananhistoricalinquiry

• Developtexts,particularlynarratives• Usearangeofcommunicationforms(oral,graphic,written)anddigitaltechnologies


TERM 3, 2019

Page24


TERM 3, 2019

TechnologyIntegration

Differentiation:Support Differentation:Extension ASSESSMENT(FormativeandSummative)

Page25

WEEK

OUTCOMES / CONTENT

Historical Content

Historical Skills

LEARNING EXPERIENCE RESOURCES EVALUATION/ REGISTRATION

1

Stage 1 HT1-2

Stage 2 HT2-1 HT2-2

Stage 3 HT3-1 HT3-4

Skills

HT2-5

What cultural groups are represented in Australia?

• Who are the Aboriginal and Torres Strait Islander People? Focus: Understanding who our indigenous peoples are

Stage 1 – Colour and recognise flag Stage 2 – Meaning of each (symbolism) on the flag Stage 3 – Deeper analysis of flag relevance for indigenous people

2

Stage 1 HT1-2

Stage 2 HT2-1 HT2-2

Stage 3 HT3-1 HT3-4

Skills

HT2-5

• What makes an Aboriginal and Torres Strait Islander story unique?

• What are the origins of our Aboriginal and Torres Strait Islanders?

Focus: The Dreaming

Stage 1 – enjoy stories from indigenous people of our area. Stage 2 – comparison of what is passed on over generations (knowledges) Stage 3 – Stories of creation are compared. (creation explanation based on locally relevant information)


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WEEK

OUTCOMES / CONTENT

Historical Content

Historical Skills


3

Stage 1 HT1-2

Stage 2 HT2-1 HT2-2

Stage 3 HT3-1 HT3-4

Skills

HT2-5

How is identity shaped across cultural groups? • What cultural differences do we need to understand and respect?

Focus: Indigenous Beliefs and Arden’s Values

Stage 1- colouring in beliefs and value they follow

Stage 2 - Spirits and Totems (What is Arden’s emblem/crest??) Emblem/icon Stage 3- Design symbols for our values having looked at Aboriginal and Torres Strait Islander beliefs

•

4

Stage 1 HT1-2

Stage 2 HT2-1 HT2-2

Stage 3 HT3-1 HT3-4

Skills

HT2-5

How is identity shaped across cultural groups?

• Focus: Kinship (Moiety, Totems and Skin Names) Stage 1 - Stage 2 - Stage 3 – Changes in storylines over time


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WEEK

OUTCOMES / CONTENT

Historical Content

Historical Skills


5

Stage 1 HT1-2

Stage 2 HT2-1 HT2-2

Stage 3 HT3-1 HT3-4

Skills

HT2-5

What significance do various cultural events, practices and artefacts hold, locally and globally?

• Focus: Language, Music and Art

6

Stage 1 HT1-2

Stage 2 HT2-1 HT2-2

Stage 3 HT3-1 HT3-4

Skills

HT2-5

What significance do various cultural events, practices and artefacts hold, locally and globally?

• Focus: Recognition of our Indigenous Heritage Human Rights Understanding the significance of Welcome to Country, Reconciliation day and Sorry day. All stages – Year 6 presentation with explanation – sharing information. Students reflect following this. iMovie – Combining learning across stages.


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Resources:

• YarningstrongbyOxfordPressIdentityanthologyFamilyanthologyLawanthology

LandAnthology

• ReturntocountrythestoryofAustralia’sIndigenousProtectedAreasbyAustralianGeographiccountryandculture

• Say‘Yes’AStoryofFriendship,FairnessandaVoteforHopebyJenniferCastles

• SorryDaybyCoralVassandDubbLeffler

• Sam’sBushJourneybySallyMorganandEzekielKwaymullina

• WhenWeGoWalkaboutbyRhodaLalaraandAlfredLalara

• WelcometoCountryAuntyJoyMurphyandLisaKennedy

• MyHomeBroomebyTamzyneRichardsonandBronwynHuston


TERM 3, 2019



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• PlaygroundcompiledbyNadiaWheatley

• WhenIwasLittle,LikeYoubyMaryMalbunka

• MaralingaTheAnanguStorybyYalataandOakValleyCommunities

Multimodal Resources: http://laal.cdu.edu.au/ http://aiatsis.gov.au/gallery/video/two-distinct-cultures https://sharingstoriesfoundation.org/wp-content/uploads/2018/04/Culture.Teacher-Guide.pdf https://www.abc.net.au/news/2015-07-06/indigenous-recognition-timeline-of-australian-history/6586176 http://education.abc.net.au/home#!/topic/494038/aboriginal-and-torres-strait-islander-histories-and-cultures https://australianmuseum.net.au/learn/cultures/ https://australianmuseum.net.au/learn/cultures/atsi-collection/cultural-objects/indigenous-australia-flags/ https://australianmuseum.net.au/about/history/exhibitions/indigenous-australians/ https://aiatsis.gov.au/explore/articles/indigenous-australians-aboriginal-and-torres-strait-islander-people


TERM 3, 2019



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Evaluati

Unit:WORKINGDOCUMENTStage:1

UnitOverviewRobotsimpactourlivesinamultitudeofways.Althoughnotalwaysvisible,theymakeourliveseasier,moreefficient,andoftendojobsthatareundesirableforhumans.Studentswillbeexploringwhatrobotsareandhowtheyimpactourlivesindifferentways.UsingtheirknowledgeoftheLEGOWedoMarsRover,studentswillberedesigningittosufficeanidentifiedneedwithintheschool.Studentswillbecollaborativelyredesigningtherobottodemonstratehowitcouldbeadaptedtohelpwithintheschool.Studentswillbepresentingtheredesignedmodeltotheclassanddescribinghowitwillbeused.

BigIdeaEveryonecaninstigatechangeandfindsolutionsthroughimagination,collaboration,questioning,andcreation.

GeneralCapabilityCriticalandCreativeThinking

KeyInquiryQuestions● Howcancriticalandcreativethinkinginfluenceadesign?● Howcanrobotsbedesignedforaspecificpurpose?● Howcanrobotshelpusovercomeaspecificneed?

Sub-Elements-Level2(bytheendofyear2)Drawconclusionsanddesignacourseofaction-identifyalternativecoursesofactionorpossibleconclusionswhenpresentedwithnewinformationEvaluateproceduresandoutcomes-Evaluatewhethertheyhaveaccomplishedwhattheysetouttoachieve

Design Thinking Design thinking is a process where a need or opportunity is identified and a design solution is developed. The consideration of economic, environmental and social impacts that result from designed solutions are core to design thinking. Design thinking methods can be used when trying to understand a problem, generate ideas and refine a design based on evaluation and testing.

SyllabusOutcomesST1-5WT-usesastructureddesignprocess,everydaytools,materials,equipmentandtechniquestoproducesolutionsthatrespondtoidentifiedneedsandwants

● usingtechniquesfordocumentingandcommunicatingdesignideas,includingsimpleplans,drawingsandmodels,usingfamiliarmaterials● suggestingsimplestepsforproduction● explainingthestrengthsandlimitationsofwhattheydidandwhatcouldhavebeendonedifferentlytoimprovethesolution● identifyinghowtheirsolutionmeetstheneedsandwantsofusers/audiences

LearningSequence Materials

Pre-test● WatchtheRoboticsvideoonhowtodesignaMarsRover● Think,pair,sharetheidentifieddifficultieswhenbuildingtheRover:

○ WhatarethedifferentpartoftheMarsRover?○ Whatchallengesmayyouface?

● Walkthroughdesignprocess● Groupsbuildrobots● Robotsarepresentedtotheclass● Groupsexplainanydifficultiestheyfacedbuildingtherobots● Peer-feedbackonthebuilt

EvaluationWereallgroupsabletosuccessfullycreatetheMarsRover?

LEGOWedoRoboticsKitiPads

Learningaboutrobots● Whatvideo,UpTownspottocreateinterestfortheupcominglesson● Discussthefollowingquestions:

○ Whatisarobot?○ Whatdorobotsdo?○ Dorobotshelpus?How?

● Createamindmapofthedifferentwaysrobotshelpusinourlives● WatchVideo,‘RealLifeRobots’.● Studentstakenotesoninterestinginformationtheygarneredfromthevideo● Addnewinformationtothemindmappreviouslycreated● Readthebook,Robots,RobotsEverywhere.● Insmallgroups,studentsthinkofawayarobotcouldhelptheirschooltoovercomeaneed.● Posequestion:

○ Howwouldarobothelpwiththisneed?○ WhatcouldbeaddedtotheMarsRovertohelpwiththis?

Video:Real-LifeRobotsVideo:UpTownSpotBook:Robots,RobotsEverywherebySueFliess

● GroupscreatealistofwhatwouldbeaddedtotheMarsRovertodothis.EvaluationThoughtjournal

Design● Revisitthe‘need’.● Modelhowtoannotateadesignbasemodeltemplate.● Createtheirownsuccesscriteria.● Ingroups,studentscollaboratetodesignamodelbasedontheneed.● Studentsdrawandannotatedesigns.● Teachertoroamandquestion(criticalandcreativethinking):

○ Whataretheparts/featuresofyourdesign?○ Howisthisfeaturerelatedtotheneed/whatisitspurpose?

EvaluationThoughtjournal

MiloMarsRoverDesign

FirstBuild● Explainanddiscussdesignmodelwithothergroupsandmakechanges.● Ingroupsstudentswillusedesignmodeltobuildtheirrobot,keepinginmindthespecificpurpose.● Throughoutthebuildingprocessteacheristoberoaming,questioningandtroubleshooting.

○ Remembertokeepinmindyoursuccesscriteriaandthepurposeofyourrobot.○ Whyarewebuildingtheserobots?○ Isthereanyimprovementsyoucanmake?○ Canyouexplainwhatishappeninginyourgroup?○ Howwillyoushowtherobotspurpose?○ Canyouidentifythepartofyourmodelontherobot?

Evaluation- Takephotostotrackstudentsprogressionduringthebuildandtomeasureengagement.

LEGOWedoRoboticsKitiPads

Testandmodify Groupmodels

● Groupstesttheirproductsasawholeclass.● Teachertoquestion:

○ Whatisyourrobotdoing?○ Isyourrobotmeetingitspurpose,how?○ Howcanwemakeitbetter?

● Groupsprovidefeedbackbasedonquestions:○ Howdothenewrobotpartswork?○ Whatdothenewpartsallowtherobottodonowthatitcouldn’tbefore?○ Whataresomewaysthatwecanmakeitbetter?

EvaluationThoughtJournal

SecondBuild● Revisitfeedbackfrompreviouslearningexperience.● Discusschangestobemade,ask:

○ Howwillyouchange/improveyourmodel?○ Whyisthisnecessary?

● StudentsmodifythedesignoftheMarsRoverwithconsiderationtothefeedbackanddiscussion● MakechangestotheMarsRoverwithconsiderationtotheadapteddesign● Revisitsuccesscriteriatoensuremodelhasmetit.● Takephotosoffinaldesignandmodel.

EvaluationThoughJournal

GroupsfirstdesignsMarsRovermodels

Presentandexplain● Groupspresenttheirdesignandmodeltotheclass.Theymustexplain:

○ Whattherobotdoes○ Howisitovercomingtheidentifiedneed○ Thepartsandfeaturesoftherobot○ Whatchangesweremadeandwhytheymadethem○ Challengesfacedduringitsdesignandcreation

● Providetimeforstudentstoposequestions

UnitEvaluation● Lookingatthephotojournalscreatedbythegroupsandcomparingtheirbasedesignwiththeirnewdesign.●

Teaching and Learning Cover Sheet Year: 5/6 Term: 2 Weeks: 1-10 Big Idea: Why are we who we are? Theme: Australian Colonies Rational: (why does this matter?) Students will have a deep understanding of what life was like for different groups in the colonial period. They will creatively and critically enquire about Australian colonial life. KLA Link(s): English Cross-curriculum priorities:

¨ Aboriginal and Torres Strait Islander histories and culture

¨ Asia and Australia’s engagement with Asia

¨ Sustainability

General capabilities:

¨ Critical and creative thinking

¨ Ethical understanding

¨ Information and communication technology capability

¨ Intercultural understanding

¨ Literacy

¨ Numeracy

¨ Personal and social capability

STAGE3HISTORYUNITSEMESTER12019(ODDYEARS)THEAUSTRALIANCOLONIES DURATION10WEEKS

DESCRIPTION:ThistopicprovidesastudyofcolonialAustraliainthe1800s.StudentslookatthefoundingofBritishcoloniesandthedevelopmentofacolony.Theylearnaboutwhatlifewaslikefordifferentgroupsinthecolonialperiod.Theyexaminesignificanteventsandpeople,politicalandeconomicdevelopments,socialstructuresandsettlementpatterns.

ENQUIRYQUESTIONS:WhatdoweknowaboutthelivesofpeopleinAustralia’scolonialpastandhowdoweknow?HowdidanAustraliancolonydevelopovertimeandwhy?Howdidcolonialsettlementchangetheenvironment?WhatwerethesignificanteventsandwhowerethesignificantpeoplethatshapedAustraliancolonies?

OUTCOMES HISTORICALSKILLS HISTORICALCONCEPTSHT3-1:describesandexplainsthesignificanceofpeople,groups,placesandeventstothedevelopmentofAustraliaHT3-2:describesandexplainsdifferentexperiencesofpeoplelivinginAustraliaovertimeHT3-5:appliesavarietyofskillsofhistoricalinquiryandcommunicationEN3-1A:communicateseffectivelyforavarietyofaudiencesandpurposesusingincreasinglychallengingtopics,ideas,issuesandlanguageformsandfeaturesEN3-2A:composes,editsandpresentswell-structuredandcoherenttextsEN3-3A:usesanintegratedrangeofskills,strategiesandknowledgetoread,viewandcomprehendawiderangeoftextsindifferentmediaandtechnologiesEN3-7C:thinksimaginatively,creatively,interpretivelyandcriticallyaboutinformationandideasandidentifiesconnectionsbetweentextswhenrespondingtoandcomposingtexts

Thefollowinghistoricalskillsareintegratedintothelessonsequences:Comprehension:chronology,termsandconcepts•respond,readandwritetoshowunderstandingofhistoricalmatters•sequencehistoricalpeopleandevents•usehistoricaltermsandconceptsAnalysisanduseofsources•locaterelevantinformationfromsourcesprovided•compareinformationfromarangeofsourcesPerspectivesandinterpretations•identifydifferentpointsofviewinthepastandpresentEmpatheticunderstanding•explainwhythebehaviourandattitudesofpeoplefromthepastmaydifferfromtodayResearch•identifyandposequestionstoinformanhistoricalinquiry•identifyandlocatearangeofrelevantsourcestosupportanhistoricalinquiryExplanationandcommunication•develophistoricaltexts,particularlynarrativesanddescriptions,whichincorporatesourcematerial•usearangeofcommunicationforms(oral,graphic,written)anddigitaltechnologies

Thefollowinghistoricalconceptsareintegratedintothelessonsequences:Continuityandchange:somethingschangeovertimeandothersremainthesameCauseandeffect:events,decisionsordevelopmentsinthepastthatproducelateractions,resultsoreffectsPerspectives:peoplefromthepastwillhavedifferentviewsandexperiencesEmpatheticunderstanding:anunderstandingofanother’spointofview,wayoflifeanddecisionsmadeinadifferenttimeSignificance:theimportanceofanevent,developmentorindividual/groupContestability:historicaleventsorissuesmaybeinterpreteddifferentlybyhistorians

Pre-UnitLearningExperience-HistoricalSources RESOURCES

CriticalandCreativeThinking:IdentifyandclarifyrelevantinformationandprioritiseideasCriticalandCreativeThinking:Analyse,condenseandcombinerelevantinformationfrommultiplesources CriticalandCreativeThinking:Assesswhetherthereisadequatereasoningandevidencetojustifyaclaim,conclusionoroutcomeWhatisaprimarysource? Aprimarysourceisinformationand/orrecordsthatprovidefirst-handevidencethatcanbeusedtocreateapictureofwhathappenedatthetime.Primarysourcesmaybeunpublished.Primarysourcescantakevariousforms,forexample:•artefacts(e.g.fossils,clothing),artwork,autobiography,buildings,monuments,certificates(e.g.birth,death,marriage),contemporarybooksfromtheera,diary,headstones,cemeteryrecords,interviews,journal(fromthetime),letter,newspaperarticles(reportatthetimeoftheevent,notanalysisoftheeventmuchlater,originalartworks,photographsPrimarysourcescanbereproduced,forexample,inbooks,onmicrofilm,onvideo,oronwebpages.Whatisasecondarysource? Secondarysourcescanbethoughtofassecond-handinformation.Secondarysourcesanalyseandinterpretprimarysources.Secondarysourcesinclude:•biographies,historybooks,textbooks,journal/magazinearticles,schoolessaysandSecondarysourcesareaccountscompiledbysomebodywhowasnotpresentatthetimeoftheeventoroccurrence.Theymaywriteabouttheeventinsomelatertime,orfromsomeotherplace.Forinstance,ahistorianinthepresentdaymaywriteaboutwomen’srightsinthenineteenthcentury,describingandanalysingprimarysourcestosupporthis/herargument.UsingprimaryandsecondarysourcesOnepieceofevidencewillprobablyprovideanincompletepicture.Thinkofprimarysourcesasclues.Themorecluesyoufindanduseasevidencetosupportyourtheory,thewidertherangeofsourcesandtypesofsources,thebetter,richerandmorebalancedwillbethepictureyouwillbeabletocreate.Nosinglepieceofevidenceshouldbeacceptedatfacevalue.Wheretofindprimarysources FirsthandDependingonwhatyouareinvestigating,youcancollectsomeprimarysourcesyourself.Forexample:•anoralhistoryorasurveythatyouconduct,anintervieworavideothatyourecord,pamphlets,anannualreport,oraprogramguidethatyoucollect.EVALUATION:Observationsofstudentsprovidingevidenceofsources

Vrroom-PrimaryandSecondarySources-NationalArchivesofAustraliaUnderstandingPrimaryandSecondarySources-YoutubeACHistoryUnits–Sourceshttp://www.achistoryunits.edu.au/teaching-history/key-concepts/teachhist-concepts.html

CONTENT TEACHINGANDLEARNING RESOURCESReasons(economic,politicalandsocial)fortheestablishmentofBritishcoloniesinAustraliaafter1800(ACHHK093)

LearningExperience1:CriticalandCreativeThinking:posequestionstoclarifyandinterpretinformationandprobeforcausesandconsequencesCriticalandCreativeThinking:Analyse,condenseandcombinerelevantinformationfrommultiplesourcesCriticalandCreativeThinking:Assesswhetherthereisadequatereasoningandevidencetojustifyaclaim,conclusionoroutcomeWhyAustralia?•Brainstormstudent’spreviousknowledgeabouttheestablishmentofBritishcoloniesinAustralia.(Stage2conceptspreviouslytaught).Howdoweknowaboutthisperiod?•DiscusslifeinBritainduringtheIndustrialRevolutionandhowitledtotheBritishgovernmentsettingupcoloniesinAustraliaafter1800,usingvisualimagesifpossible,egdrawingsofconvict‘hulks’,imagesofpoverty,crowdedand

poorcityhousing,pollution. •PresentstudentswithvisualimagesandaskthemtocategorisethethreemainreasonsBritainneededtodevelopanewcolony:economic,politicalandsocial.KeycausesmayincludetheIndustrialRevolution,poverty,overpopulatedcities,crimeandpunishment(includingtransportation).Developingcauseandeffectskills.Groupstudentsforaresearchactivity. EachgroupistoinvestigateoneofthefollowingfactorsthatledtoBritishcolonisation.Theymustwrite3questionsthatwillleadtheinquiry.•economic•political•social.Eachgroupreportstheirfindingsbacktotheclass.Createaclassroomdisplayasarecordoflearning.Classdiscussestheconceptof‘causeandeffect’,creatingasequencechartshowingvisuallythelinkbetweenmajorcausesandeffects.EVALUATION:DiscussionandWorkSamplesOurConvictPast-Part1-YouTube•WhywasAustraliaColonised?Tosumupthefirstlearningexperiencestudentsaregiventheopportunitytoreadpages2&4from‘HistoryNow5’.Questionscanbeansweredorallyinsmallgroupsorasaclassdiscussion.Theinferencequestionsaretobecompletedinstudentworkbooksusingpropersentenceform.

http://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=2&subTabRank=2HistoryNow5-TheAustralianColonies(JohnBarwick/LaurenO’Brien)

Thenatureof LearningExperience2: http://artsonline.monash.edu.a

convictorcolonialpresence,includingthefactorsthatinfluencedpatternsofdevelopment,aspectsofthedailylifeofinhabitants(includingAboriginalandTorresStraitIslanderpeoples)andhowtheenvironmentchanged(ACHHK094)

CriticalandCreativeThinking:IdentifyandclarifyrelevantinformationandprioritiseideasCriticalandCreativeThinking:CombineideasinavarietyofwaysandfromarangeofsourcestocreatenewPossibilitiesCriticalandCreativeThinking:Reflectonassumptionsmade,considerreasonablecriticismandadjusttheirthinkingifnecessaryCriticalandCreativeThinking:Assesswhetherthereisadequatereasoningandevidencetojustifyaclaim,conclusionoroutcomeInvasion&Resistance

•ReadastoryorextractthatshowstherelationshipofAboriginalpeoplesandtheland •Reviseandreviewstudents’understandingoftherelationshipofAboriginalpeoplesandtheland.ProvideanoverviewofthelifestyleofAboriginalandTorresStraitIslanderpeoplespriortoBritishcolonisation.StudentsshouldbeencouragedtoreadaselectionofstorieswrittenbyAboriginalauthors,includingstoriesoftheDreaming.•TheteacherleadsthediscussiononthediverserelationshipsbetweenAboriginalpeoplesandtheBritish.

•DescribesomeoftheconsequencesofBritishinvasionforAboriginalpeople •Discussthenumberofintroducedspecies(bothanimalandplant)thathaveimpactedontheAustralianenvironmentsinceEuropeansettlement.Studentsdiscusstheextentoftheimpactandsuggestsolutions.•Watchepisode23 -TheEncounter,ABCMyPlace-DiscussandthenplaytheGame‘FirstEncounter’(TeachingActivities-Historydownload)Choosingaspecificincident/situation,providestudentswithrelevantbackgroundmaterial.Role-playthesituation,allowingforarangeofperspectivestobeincluded.Discusswhydifferentgroupsorindividualsmayviewtheincident/situationdifferently.Howmightthisaffectahistorybeingwrittenaboutit?RolePlay-studentsareplacedingroupsof4or5.EachgroupisgivenascenariofromtheperspectiveoftheBritishorAboriginalpeople.Thegroupspresenttheirversioninashortskit.•Thefirstsighting•Thefirstencounter•Living

together•Useofthenaturalresources EVALUATION:VideoandPhotoElicitation(RoleplayscanbefilmedusingiPads,whichstudentscouldusetocreategames)Assessmentactivity1Studentswriteajournalentryfromtheperspectiveofthecharactertheyportrayedinthegrouproleplay.AboriginalstoriesTooManyCaptainCooksbyAlanTucker.HomelandsandFrontiersbyAlanTucker.JandamarrabyMarkGreenwood

&TerryDenton.FairDinkumHistories-Shipwreck,sailors&60,000YearsbyJackieFrench. Assessmentactivity1Studentswriteajournalentryfromtheperspectiveofbothasettler/convictandanAboriginalorTorresStraitIslander,includingpossiblescenariosthatmayhaveoccurred.•Inviteaguestspeaker(anideal

u/colloquy/download/colloquy_issue_fifteen/reynoldshttps://www.google.com.au/?gfe_rd=cr&ei=oV-iVcHyF9Lu8we94JioCg&gws_rd=ssl#q=invasion+and+resistance+kit+%E2%80%93+boshttp://www.nma.gov.au/engage-learn/schools/classroom-resources/multimedia/interactives/resistance_virtual_tourhttp://www.myplace.edu.au/teaching_activities/1878_-_before_time/1788/1/the_encounter.htmlhttp://www.nma.gov.au/__data/assets/pdf_file/0011/131141/Resisting_colonisation_bw_Oct2012.pdf

examplewouldbeanAboriginalrangerfromalocalnationalpark)todiscusstheimpactontheenvironmentofEuropeansettlement.•Revisitthenumberofintroducedspecies(bothanimalandplant)thathaveimpactedontheAustralianenvironmentsinceEuropeansettlement.Studentsdiscusstheextentoftheimpactandsuggestsolutions.

Therolethatasignificantindividualorgroupplayedinshapingacolony;forexample,explorers,farmers,entrepreneurs,artists,writers,humanitarians,religiousandpoliticalleadersandaboriginaland/orTorresStraitIslanderpeoples.(ACHHK097)

LearningExperience3:ColonialBeginningsCriticalandCreativeThinking:posequestionstoclarifyandinterpretinformationandprobeforcausesandconsequencesCriticalandCreativeThinking:Analyse,condenseandcombinerelevantinformationfrommultiplesources

•Posethequestion-Whydidthecolonyneedtoexpandandhowdoyouthinktheydidit? •Usingpage8-HistoryNow5studentsusetheinformationtocreateatimelineofAustralia’sColonialBeginnings.(Itisanoptiontousepage9asapre-activity)•StudentsworkinsmallgroupstoinvestigatewhenandwhyeachstateofAustraliawascolonised;Victoria,Queensland,Tasmania,SouthAustralia,WesternAustralia,NorthernTerritory.GroupswillreporttheirfindingstotheclassusingITCAssessmentActivity2•Studentscreateacolonialcharacterprofileofeitherasettler,convict,Governor,marineorAboriginalorTorresStraitIslander.Theywillneedtoresearchtheirchosenpersontogatherinformationabouttheirlife.Oncestudentshavesomehistoricalbackground,thefollowingmayhelpthemtocreatetheirprofile:Whoareyou?Whatisthestory

youaretelling?Whendidithappenandwhy?Whereandhowdoyoulive?Whatisyourdailyroutine? •Studentswriteandreflect(maybeintheformofaletter,diaryentry,etc)abouttheirlifeinthenewcolonybasedontheircharacterprofile.CharacterSuggestions;GovernorLachlanMacquarie,Convict-WilliamBuckley,EdwardHargraves,PeterLalor,CarolineChisholm,CharlesSturt,BurkeandWills,MeiQuongTart,CharlesLatrobe,George

Arthur,ElizabethMacarthur,Bennelong.(Theseareonlyafew,therearemanymore) •Usearangeofsourcestoinvestigatetheroleofonesignificantindividualorgroupintheshapingofacolony. •Developaconceptmapofthesignificantroletheindividualorgrouphadinshapingourcolony.•Whatwerethesignificantevents?Whyandhowweretheysignificant?AssessmentactivityStudentsprepareanoralpresentationonanindividualorgroupthatplayedasignificantroleinshapingacolony.Theirpresentationmustcommunicatehowandwhytheirrolewassignificant.Theyrespondtoquestionsattheconclusionofthepresentation.•Followingthepresentations,studentsvoteonthemostsignificantindividualorgroupandexplainwhytheyaresignificant.

http://www.nma.gov.au/education-kids/classroom_learning/multimedia/interactives/gold-rushhttp://www.myplace.edu.au/default.asphttp://www.nma.gov.au/engage-learn/schools/classroom-resources/by_subject/australian_historyhttp://treasure-explorer.nla.gov.au/collectionitem/gold-rush

Theimpactofasignificantdevelopmentor

•CreateatimelineofsignificanteventsordevelopmentsinAustraliainthenineteenthcentury.TimelinescanbecreatedusingTimetoastwebsite.•Insmallgroups,studentsinvestigateonesignificanteventordevelopmentthatshapedAustralia’sidentity.Groups

http://www.australia.gov.au/aboutaustralia/australian-story/earlyexplorers

eventonacolony;forexample,theEurekaStockade,internalexploration,theadventofrail,theexpansionoffarming,drought(ACHHK095)

couldconductanin-depthstudyusingthejigsawstrategyandreporttheirfindingstotheclass,ortheclassmayselectoneeventtostudyingreaterdetail.Investigationsshouldinvolveusingarangeofsources. Assessmentactivity3:EmpathyexerciseCriticalandCreativeThinking:Reflectonassumptionsmade,considerreasonablecriticismandadjusttheirthinkingifnecessaryStudentsconsiderthesignificantevent/developmentthattheyresearchedandchooseacharacterwhomayhavelivedthroughthattime.Theyreflectontheirlifeandtheimpactoftheevent/development.Whenwritingan

empathyactivity,itisimportantforstudentstobeimmersedintheperiodunderstudy. Theywillrequiredetailsoflifeatthetime,suchashousing,transport,work,food,beliefsandclothing,throughvisualsources,artefacts,storiesandICT.Theywillneedtobeintroducedtosomeofthehistoricaltermsandconceptsfromthattimeandbeencouragedtousethemintheirownwork. Oncestudentshavesomehistoricalbackground,thefollowingmayhelpthemto‘padout’theircharacter:•Whoareyou?Anactualhistoricalcharacterorafictionalcharacter?•Whydoyouhaveastorytotell?•Areyoumale/female,old/young?•Doyouhaveafamily?•Whereandhowdoyoulive?•Whatisyourdailyroutine?•Howdoestheevent/developmentaffectyourlife?Somepossiblecharacterscouldbeaconvict,wealthylandowner,poorgold-

prospector,bushranger,squatterorAboriginaldrover. LearningExperience4:EarlyExplorers(OPTIONAL)CriticalandCreativeThinking:Identifyandclarifyrelevantinformationandprioritiseideas•Asthecoloniesexpandedexplorationbecameanimportantpartofensuringsurvival.Studentswillresearch,ingroups,earlyexplorersofthe1800’s.Thisinformationwillbeusedtore-enacttheexplorer’sadventureandachievementsthatsignificantlymadeadifferencetothecolonyofAustralia.-Lawson,WentworthandBlaxland-crossingoftheBlueMountains-JohnOxley-beyondtheBlueMountains-BassandFlinders-circumnavigatedthecontinent-CharlesSturt-thegreatrivers•Additionalexplorersmaybeused.AssessmentActivityStudentsprepareadramatizationonanindividualorgroupthatplayedasignificantroleexploringandexpandingthecolony.Theirpresentationmustcommunicatehowandwhytheirrolewassignificant.Theyrespondtoquestionsattheconclusionofthepresentation.EVALUATION:Studentscancreateandcompeteapeerassessmentrubric

http://www.nma.gov.au/education-kids/classroom_learning/multimedia/ihttp://treasure-explorer.nla.gov.au/collectionitem/gohttp://australia.gov.au/about-australia/australian-stories/history-colonial-conflict-and-modern

ThereasonspeoplemigratedtoAustraliafromEuropeandAsia,

ADDITIONALSUPPORTINGLEARNINGEXPERIENCECriticalandCreativeThinking:Reflectonassumptionsmade,considerreasonablecriticismandadjusttheirthinkingifnecessaryReadTheArrivalbyShaunTan.Thistexttellsamigrantstorythroughaseriesofwordlessimages.Amanleaveshis

http://australia.gov.au/about-australia/australian-story/changing-face-of-early-australia

andtheexperiencesandcontributionsofaparticularmigrantgroupwithinthecolony(ACHHK096)

familytoseekbetterprospectsinanunknowncountry,wherehemustfindhousingandemployment.•DiscusshowandwhypeoplefromallovertheworldhavemadeAustraliatheirhome,focusingonhowtheirlives

andexperienceshaveinfluencedallaspectsofAustralianlife. •IdentifytheEuropeanandAsiancountriesfromwhichpeoplemigratedtoAustraliaduringthenineteenthcentury

andthereasonsfortheirmigration. •Studentsworkindividuallyorinpairstoinvestigatethecontributionsthatparticularmigrantgroupsmadewithinthecolony.Relevantaspectsofcoloniallifemayinclude:−theGoldfields−theOverlandTelegraph−vineyards−farming−pearling−inlandtransport−commerce.•Discusshowthearrivalofpeoplefrom

differentsocietiescreatedaculturaldiversitythatisnowanintegralpartofAustraliansocietyandidentity. •Usetechnologytodocumenttheexperiencesofaparticularmigrantgroupandthecontributionstheymadeto

society.•Createagraphicalrepresentationofthecountriesfromwhichmigrantsoriginated

TheArrivalShaunTan

Theimpactofasignificantdevelopmentoreventonacolony;forexample,theEurekaStockade,internalexploration,theadventofrail,theexpansionoffarming,drought(ACHHK095)

LearningExperience5:SignificantEventsCriticalandCreativeThinking:Analyse,condenseandcombinerelevantinformationfrommultiplesources•LISTOFSIGNIFICANTEVENTShttp://www.australia.gov.au/about-australia/australian-stories/history-colonial-conflict-and-modern#Colonialhistory•Studentsworkindividuallyorinpairstoinvestigatethecontributionsthatparticulargroupsmadewithinthecolony.Relevantaspectsofcoloniallifemayinclude:-EurekaStockade-theOverlandTelegraph-farming-Cobb&Co-Railroads-WoolIndustry-Bushrangers•Presentationoftheirresearchwillbeintheformofastoryboardhttps://medanth.wikispaces.com/Storyboarding

http://australia.gov.au/about-australia/australian-story/changing-face-of-early-australiahttp://www.infrastructure.gov.au/rail/trains/history.aspxhttp://australia.gov.au/about-australia/australian-story/austn-farms-and-farming-communitieshttp://australia.gov.au/about-australia/australian-story/eureka-stockadehttp://www.eurekaballarat.com/media/209212/eureka_timeline.pdfhttp://www.nma.gov.au/interactives/tlf/cobb/index.html-

Thenatureofconvictorcolonial

LearningExperience6:Impact-OntheAboriginalandTorresStraitIslandPeopleandtheEnvironmentCriticalandCreativeThinking:Posequestionstoclarifyandinterpretinformationandprobeforcausesand

http://www.shareourpride.org.au/sections/our-shared-

presence,includingthefactorsthatinfluencedpatternsofdevelopment,aspectsofthedailylifeofinhabitants(includingAboriginalandTorresStraitIslanderpeoples)andhowtheenvironmentchanged(ACHHK094)

consequencesCriticalandCreativeThinking:Reflectonassumptionsmade,considerreasonablecriticismandadjusttheirthinkingifnecessary•Posethequestion:WhathasbeentheimpactofcolonisationontheAboriginalandTorresStraitIslandPeopleand

theEnvironment?Studentsbrainstormtheirideasandsharewiththeclass. •Explorethenumberofintroducedspecies(bothanimalandplant)thathaveimpactedontheAustralianenvironmentsinceEuropeansettlement.Studentsdiscusstheextentoftheimpactandsuggestsolutions.Usingpage22&24-HistoryNow5studentsaregivenbackgroundinformationtofurtherdevelopanunderstandingoftheimpact.(Itisanoptiontousepage23&25asapre-activity)EVALUATION:Worksamples•Studentscreateagraphicorganiser-IntroducedspeciesStudentschooseananimalorplantspeciesthatwasintroducedtoAustraliaaroundthetimeofBritishColonisation;includethefollowingdetails.-Naturalhabitat,appearance,diet,behaviour-Whywasitintroducedandbywhom?-Howdiditgethere?-Whatwerethebenefitsofintroducingit?-IsitsuitedtotheAustralianenvironment?Why?Whynot?-WhatimpacthasithadonAustraliannativespeciesandtheenvironment? •DescribesomeoftheconsequencesofBritishinvasionforAboriginalpeople.Theimpactonthepeoplethatneedto

beexploredare;disease,starvation,displacement,incarceration,lossoflanguageandculture,

•Studentsorganisetheirideasintoavenndiagram.(Aboriginalimpact/Both/Environmental)

history/https://www.qcaa.qld.edu.au/downloads/approach/indigenous_res005_0803.pdf

LearningExperienceSeven:PosingtheQuestionCriticalandCreativeThinking:ApplyknowledgegainedfromonecontexttoanotherunrelatedcontextandidentifynewmeaningCriticalandCreativeThinking:Assesswhetherthereisadequatereasoningandevidencetojustifyaclaim,conclusionoroutcome

WhatwouldhappenifwedidnothaveaGoldRush? Egwhatwouldlifebelikenow,whatchangestoculturalinfluences,economicsetcStudentsarerequiredtorespondtothefocusquestion.Responsesmaybeverbalorwritten(includingspeech,powerpoint,roleplay,posteretc)andaretodrivestudentstojustifytheirthinkinginresponsetotheknowledgeacquiredthroughouttheunitofstudy.Evaluation/Assessment:Videoorphotoelicitation

Assessmentoverview•Ongoingassessment–studentunderstandingmaybeassessedthroughtheuseofobservationalchecklists,anecdotalrecordsandanalysisofcontributionstoclassdiscussions.•Studentscompleteavarietyofworksamples,includingdesignatedassessmentactivities.Whencompletingdesignatedassessmentactivities,studentsengageinpeerassessmentbaseduponjointlyderivedcriteriaforactivitycompletion.Studentswillundertakeself-assessmentoftheirlearninginrelationtotheassessmentcriteriaintheseactivities.Theywillalsoreceivepeerandteacherfeedbackthroughtheuseofanevaluationsheet.AssessmentActivity1StudentswriteajournalentryfromtheperspectiveofbothasettlerandanAboriginalorTorresStraitIslander,includingpossiblescenariosthatmayhaveoccurred.AssessmentActivity2Studentscreateacolonialcharacterbasedonresearchedhistoricalfacts.AssessmentactivityStudentsprepareanoralpresentationonanindividualorgroupthatplayedasignificantroleinshapingacolony.Assessmentactivity3EmpathyexerciseStudentsconsiderthesignificantevent/developmentthattheyresearchedandchooseacharacterwhomayhavelivedthroughthattime.AssessmentActivity(optional)Studentsprepareadramatizationonanindividualorgroupthatplayedasignificantroleexploringandexpandingthecolony.Theirpresentationmustcommunicatehowandwhytheirrolewassignificant.Theyrespondtoquestionsattheconclusionofthepresentation.AssessmentActivity4Studentswriteaninformationreportthatencompassesthekeylearningexperiencesthroughouttheunitofwork.