OneSchool Unit Plan - Transition to full registration · OneSchool Unit Plan Name: Unit 2 - History...

OneSchoolUnit Plan

Unit 2 - History Year 3 (V3.0)Name: Duration: 20 Weeks

Class:

Year Level/s: 3 Type: Master

Applicable Learning Areas:

HISTORY Teachers: Corporate

Unit Outline

Exploring continuity and change in local communitiesIn this unit students will investigate the following questions:• Who lived here first and how do we know?• How has our community changed? What features have been lost and what features have been retained?

The content provides opportunities to develop historical understandings through the key concepts of sources, continuity and change, cause and effect and significance.

For further information, view the unpacking video by clicking below.https://learningplace.eq.edu.au/cx/resources/items/f8e3483f-aba7-ead1-b771-5368d46c1e1b/0/His_Y03_U2_Unpacking.mp4

Document Table of Contents ** Section not selected for printing

Curriculum Priorities• Australian Curriculum

• Dimensions of teaching and learning

Curriculum Summary• Curriculum Tracking

Class Groups **

Teaching SequenceTeaching Sequence Summary

• Setting the scene

• Investigating the evidence

• Making connections

• Drawing conclusions

Resources• Attachments

• Plan Resource Bank

AssessmentAssessment Summary

• Portfolio - Collection of work: Change in a community (Yr 03)

Monday, June 16, 2014 3:54:59 PMRef-CurriculumUnitPlanDetails-VR2.1.1-0779-1125482 -CP|CG|TH|RB|ACR|SU

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Content descriptors, achievement standards and general capabilities © ACARA 2014

Acknowledgement and Disclaimer

Content descriptors, 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.


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OneSchool Education Business Support

Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)

Status: Duration: 20 WeeksYear: 3

Learning Areas: HISTORY

Master

Australian CurriculumHistory- Year 3

Year Level Description

The Year 3 curriculum provides a study of identity and diversity in both a local and broader context. Moving from the heritage of their local area, students explore the historical features and diversity of their community as represented in symbols and emblems of significance, and celebrations and commemorations, both locally and in other places around the world.

The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content at this year level involves two strands: Historical Knowledge, and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions. The key inquiry questions at this year level are:

Key Inquiry Questions

• How has our community changed? What features have been lost and what features have been retained?

• Who lived here first and how do we know?

Content Descriptions

Historical Knowledge and Understanding

Community and Remembrance

• ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

• The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)

Historical Skills

Analysis and use of sources

• Locate relevant information from sources provided (ACHHS068)

Chronology, terms and concepts

• Sequence historical people and events (ACHHS065)

• Use historical terms (ACHHS066)

Explanation and communication

• Develop texts, particularly narratives (ACHHS070)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)


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https://oslp.eq.edu.au/oslp/CurriculumPlanning/CurriculumPlan/ViewElaboration.aspx?CurriculumItemId=7510&CorporateDocumentVersionId=15







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Historical questions and research

• Identify sources (ACHHS215)

• Pose a range of questions about the past (ACHHS067)

Year 3 achievement standard

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.

Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.

ACARA Work Samples

* Sample7* Sample8

* These work samples are generic samples provided by ACARA in relation to the Year Level Achievement Standard. They are not related to the specific Assessment Tasks contained in this unit.


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http://www.australiancurriculum.edu.au/File/31ae3e4d-00cf-4b63-954f-c5a12979c230

http://www.australiancurriculum.edu.au/File/31ae3e4d-00cf-4b63-954f-c5a12979c230

http://www.australiancurriculum.edu.au/File/5fd35862-ffad-43a5-8ecf-2f3c4e480906

http://www.australiancurriculum.edu.au/File/5fd35862-ffad-43a5-8ecf-2f3c4e480906

Curriculum Priorities - PedagogyDimensions of teaching and learning

Curriculum intent

What do my students need to learn?

Curriculum is the planned learning that a school offers and enacts.

Curriculum intent is what we want students to learn from the mandated curriculum.

Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.

Content descriptionsThis unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.

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

Critical and creative thinking• Inquiring - identifying, exploring and organising information and ideas

Personal and social capability• Self-management

Intercultural understanding• Recognising culture and developing respect• Reflecting on intercultural experiences and taking responsibility

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.


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https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx




Relevant prior curriculumStudents require the following prior knowledge, understandings and skills from their study of 'Celebrations,commemorations and community diversity':

• Knowledge of celebrations and commemorations from Australia and other places around the world• Understanding of the significance of celebrations and commemorations for a range of groups and responding

empathetically to the experiences of others• Skills of locating information in sources, sequencing events, identifying different points of view and developing texts.

Curriculum working towardsThe teaching and learning in this unit works towards building the following knowledge, understandings and skills in the next unit 'Investigating European exploration and the movement of peoples':

• Knowledge of the journeys of exploration from the 1400s to the late 1880s and the resulting colonisation and empire building that occurred around the globe

• Understanding that the remains of the past (sources) can reveal aspects of the past• Skills of sequencing events, posing questions, locating information in sources and communicating.

Feedback

What do my students already know? What do my students need to learn?

How do I teach it?

Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.

Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.

Supportive learning environment

DifferentiationWhat do your students already know and what do your students need to learn? Consider the individual needs of your students - including ESL, gifted and talented, and students requiring additional support.

Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.

The learning experiences within this unit can be differentiated by increasing:• the frequency of exposure for some students• the intensity of teaching by adjusting the group size• the duration needed to complete tasks and assessment.

For guided and/or independent practice tasks:• student groupings will offer tasks with a range of complexities to cater for individual learning needs• rotational groupings allow for more or less scaffolding of student learning.

Feedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:


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• what each student already knows and can do• how each student is going• where each student needs to go next.

Ensure feedback is timely, ongoing, instructive and purposeful.

Feedback may relate to misunderstandings and common alternative conceptions. In this unit this includes:• Students may think that significant sites for Aboriginal peoples and Torres Strait Islander peoples are only significant

because they 'used' to be important. Explain to students that the significance of these sites for Aboriginal peoples and Torres Strait Islander peoples continues today

• Students may think that only photographs or texts can be used to learn about the history of significant sites and buildings in the local community. Explain to students that sites and buildings are themselves sources which can be analysed to reveal information

• Students may think that only 'official' sources (photographs, texts) provide valuable information about the local community. Explain to students that the memories and stories of local residents can be extremely valuable sources to reveal information about the past

• Students may think that sites or buildings are significant for only one reason. Explain to students that, often, a site or building may have been used for different purposes over time and may be significant to a range of people for a range of reasons.

Use feedback to inform future teaching and learning.

Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning. Reflection may include:

• activities that worked well and why• activities that could be improved and how• monitoring and assessment that worked well and why• monitoring and assessment that could be improved and how• common student misconceptions that need, or needed, to be clarified• differentiation and future student learning needs.

Assessment 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.


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What do my students understand and can do? How well do they know and do it?

Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.

Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.

Specific monitoring opportunities in this unit may include:ObservationCollect information about students' ability to:

• pose questions • use historical terms correctly • sequence historical people and events • locate information from provided sources.

ConsultationConsult with students about their ability to:

• pose questions, locate relevant information in sources in independent research tasks • draft and edit written work • use historical evidence effectively in responses.

Samples of student workCheck student understanding via:

• questions that elicit a range of responses from comprehension to evaluation • peer reviews • collection of student work and the provision of detailed written feedback relating to structure, style, language and

appropriate use of historical terms.

Assessing student learningAssessment task - Collection of work: Change in a communityStudents explain how a community changed in the past. They research the natural and built environment of Burleigh Heads in the past and present by posing and answering questions using visual sources. Students write an explanation describing the changes in the natural and built environment of Burleigh Heads over time.

This assessment provides opportunities to gather evidence of student learning in:Historical Knowledge and Understanding

• ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life

Historical Skills


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Chronology, terms and concepts• Use historical terms

Historical questions and research• Pose a range of questions about the past

Analysis and use of sources • Locate relevant information from sources provided

Explanation and communication• Develop texts, particularly narratives


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Sequencing teaching and learning

What do my students already know and can do? What do my students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what your students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.

Teaching strategies and learning experiencesA suggested learning sequence is outlined below. For further information about learning focuses, refer to the teacher lesson overview, teaching sequence and lesson plans.

Setting the scene• Aboriginal and Torres Strait Islander peoples • Kombumerri people (1) • Kombumerri people (2) • Saibai people

Investigating the evidence• Language group in the local community • Queensland then and now • Transport in Queensland • Past and present trains • Changes in trains • Review, reinforce and extend learning• Local community study • Changes in the natural and built environment

Making connections• Assessment: Parts A and B • Assessment: Part C • Review, reinforce and extend learning • Past and present work • Changes in work

Drawing conclusions• Reviewing sources • Local community poster • Review, reinforce and extend learning


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https://learningplace.eq.edu.au/cx/resources/items/858b5be9-bcd9-87ba-9c61-a5d748058e6f/0/His_Y03_U2_TLO.docx

https://learningplace.eq.edu.au/cx/resources/items/858b5be9-bcd9-87ba-9c61-a5d748058e6f/0/His_Y03_U2_TLO.docx

Making judgments

How do I know how well my students have learned?

Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.

Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.

Achievement standardIn this unit, assessment of student learning aligns to the following components of the Achievement standard.

By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.

Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time


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Teaching SequenceCurriculum Plan Topics

Duration Topic

4 Lessons Setting the scene

8 Lessons Investigating the evidence

5 Lessons Making connections

3 Lessons Drawing conclusions

20 Lessons Total Unit


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Teaching Sequence

Topic Setting the scene Topic Duration: 4 Lessons

Overview Students will investigate who lived in Australia first. They recognise the diversity of Aboriginal and Torres Strait Islander language groups in Australia. Students inquire about the importance of Country and Place to particular language groups in Queensland.

Lessons Teaching and Learning Sequence Resources Differentiation

Lesson 1

Aboriginal peoples and Torres Strait Islander peoples

Lesson objectivesStudents will:

• Understand that Aboriginal peoples and Torres Strait Islander peoples lived in Australia before British settlement.

Evidence of learningCan the student:

• Identify who lived in Australia before British settlement?Example learning sequence

• Introduce the unit• Locate information in sources to identify groups of people

who lived in Australia• Sequence key stages of settlement in Australia

Example resources• Sheet - Types of sources• Sheet - Sources for Aboriginal peoples and Torres Strait

Islander peoples sources• Sheet - Key stages of settlement

Helpful information• Supporting learning resource - Essential history Year 3• Supporting learning resource - Aboriginal peoples and

Torres Strait Islander peoples• Supporting learning resources - Glossary: Continuity and

change in communities• Website - C2C: Aboriginal peoples & Torres Strait Islander

peoples Cross Curriculum Priority support (OnePortal, DETE)

• Supporting learning resource - Sources

Attachments

• Learning guide• Lesson plan


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https://learningplace.eq.edu.au/cx/resources/items/87d0e1c1-2d67-4a1d-a75e-7c389774bb4f/0/His_Y03_U2_SH_TypesOfSources.docx

https://learningplace.eq.edu.au/cx/resources/items/9eac9394-643d-4091-b5bb-43ef7553718b/0/His_Y03_U2_SH_AboriginalTorresStraitIslanderSources.docx


https://learningplace.eq.edu.au/cx/resources/items/a20e08e2-7c45-4acc-a0ce-ba42548eccea/0/His_Y03_U2_SH_KeyStagesSettlements.docx

https://learningplace.eq.edu.au/cx/resources/items/ad149656-4e2c-c18d-4fe8-42883b819032/1/His_Y03_SLR_EssentialHistoryY3.docx

https://learningplace.eq.edu.au/cx/resources/items/cc0fa8ca-ac7d-41ff-aea5-84f505b4c847/0/His_Y03_U2_SLR_AboriginalTorresStraitIslanderPeoples.docx


https://learningplace.eq.edu.au/cx/resources/items/6bd4295f-211c-4547-aff8-9820a31b4eb5/0/His_Y03_U2_SLR_Glossary.docx




https://learningplace.eq.edu.au/cx/resources/items/39ea312d-6967-459d-9666-1252dd133caa/0/His_SLR_Source.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=5764BCC0%2DCFEA%2D4729%2DB7F2%2D4132D81330BA&EntityCompositeKey=11%7C17322449

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=0931A1E8%2DC3F9%2D4BE8%2D9434%2DA6D93AAD6148&EntityCompositeKey=11%7C17322449

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Lesson 2

Kombumerri people (1)


• Understand the meaning of the term Country for Aboriginal peoples.


• Answer questions about the traditional Country of the Kombumerri people?

Example learning sequence• Investigate the meaning of the word Country for Aboriginal

peoples• Examine the historical inquiry process in relation to research• Locate information in sources to identify the importance of

Country to the Kombumerri people

Example resources• Sheet - Kombumerri people• Video - Importance of Country to Aboriginal peoples

Helpful information• Supporting learning resource - Kombumerri people (1)• Supporting learning resource - Historical questions• Website - C2C: Aboriginal peoples & Torres Strait Islander


• Supporting learning resource - Aboriginal Australia map

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/ad459aed-9667-488d-85ea-29a5ca365b73/0/His_Y03_U2_SH_KombumerriPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/e79bb9fd-01c7-4891-9209-e12088e0db3e/0/His_Y03_U2_Dig_ImportanceCountry.mp4

https://learningplace.eq.edu.au/cx/resources/items/9cdefc29-b90f-478c-ab78-304d8db9d290/0/His_Y03_U2_SLR_KombumerriPeople1.docx

https://learningplace.eq.edu.au/cx/resources/items/e7390b95-559f-454a-b6de-708feb06e545/0/His_SLR_HistoricalQuestions.docx



https://learningplace.eq.edu.au/cx/resources/items/f8891d66-d431-4ab9-640c-56d531aa069f/1/C2C_AboriginalAustraliaMap.pdf

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=C4DDB77C%2DA216%2D44BB%2DBC2A%2DA1E168A8A027&EntityCompositeKey=11%7C17322450

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=52419BCD%2D2B5D%2D45F9%2DA8F6%2D9AFBCD5BD47F&EntityCompositeKey=11%7C17322450

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Lesson 3

Kombumerri people (2)


• Understand that some sites are significant for the Kombumerri people.


• Pose and answer questions about significant sites of the Kombumerri people?

Example learning sequence• Review the meaning of the word Country for Aboriginal

peoples• Pose questions to identify sites of significance to the

Kombumerri people• Locate information in sources to identify the significance of

sites to the Kombumerri people

Example resources• Sheet - Significant sites: Kombumerri people

Helpful information• Supporting learning resource - Kombumerri people (2)• Sheet - Question starters• Supporting learning resource - Significance• Website - C2C: Aboriginal peoples & Torres Strait Islander


Attachments



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https://learningplace.eq.edu.au/cx/resources/items/d9126b9b-0ec5-48a7-910f-491afe06ea49/0/His_Y03_U2_SH_SigSitesKombumerriPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/cd93b70f-8e9f-41c0-9ffc-cd28e25cadd4/0/His_Y03_U2_SLR_KombumerriPeople2.docx

https://learningplace.eq.edu.au/cx/resources/items/b7f9d37e-9351-4695-999c-cf52f36e73c4/0/His_Y03_U2_SH_QuestionStarters.docx

https://learningplace.eq.edu.au/cx/resources/items/ddb44fbf-2895-4408-9646-0e5adc7fae7a/0/His_SLR_Signficance.docx



https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=1CFF8EEC%2D923F%2D4267%2DAD00%2DAAB385778ACE&EntityCompositeKey=11%7C17322451

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=B38E916C%2DA364%2D40D0%2DA19A%2D8162A40B2AC2&EntityCompositeKey=11%7C17322451

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Lesson 4

Saibai people


• Understand the meaning of the term Place for Torres Strait Islander peoples.


• Pose and answer questions about the importance of Place to the Saibai people?

Example learning sequence• Investigate the meaning of the word Place for Torres Strait

islander peoples• Locate information in sources to identify the importance of

Place to the Saibai people

Example resources• Sheet - Research: Saibai people • Sheet - Sources: Saibai people • Video - Importance of Place to Torres Strait Islander peoples

Helpful information

• Text - Saibai Thabu (snake) clan with Liz Thompson 2011, The Story of Girbar Pearson Australia

• Supporting learning resource - Torres Strait Islands • Supporting learning resource - Saibai people • Sheet - Question starters• Website - C2C: Aboriginal peoples & Torres Strait Islander


Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/37211a97-6f07-4cd7-bba7-2d29111d4fdb/0/His_Y03_U2_SH_ResearchSaibaiPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/20a7582c-a3ea-4658-a074-b33788aafaa9/0/His_Y03_U2_SH_SourcesSaibaiPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/19adb606-8183-4562-8eb0-2c555a3dcdb9/0/His_Y03_U2_Dig_ImportancePlace.mp4

https://learningplace.eq.edu.au/cx/resources/items/6de05006-ecda-4861-8b4c-95026e061a42/0/His_Y03_U2_SLR_TorresStraitIslands.docx

https://learningplace.eq.edu.au/cx/resources/items/5b70d3f2-eb42-4713-86c4-e3cc074f4292/0/His_Y03_U2_SLR_SaibaiPeople.docx




https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=166B70EA%2DC186%2D4B80%2DBC95%2DE73F8CB570CE&EntityCompositeKey=11%7C17322452

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Sticky Note

This unit has been modified in order to educate students on the Indigenous groups in their local community.

Teaching Sequence

Topic Investigating the evidence Topic Duration: 8 Lessons

Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.


Lesson 5

Language group in the local community


• Understand the importance of Country or Place to a local area Aboriginal group or Torres Strait Island group.


• Explain the importance of Country or Place for a local area language group?

Example learning sequence• Identify the Aboriginal peoples or Torres Strait Islander

peoples in your local area• Locate information identifying the importance of Country or

Place for a local area language group• Draw conclusions about the importance of Country and

Place to a language group in the local area

Helpful information• Video - Interview: Descendant of Bidjara people Carnarvon

Gorge region• Supporting learning resource - Aboriginal Australia map• Supporting learning resource - Language group in the local

community• Website - C2C: Aboriginal peoples & Torres Strait Islander



Attachments



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https://learningplace.eq.edu.au/cx/resources/items/fc4ef268-1416-4bdf-ab91-0ae33d25d756/0/His_Y03_U2_Dig_InterviewDescendantBidjara.mp4



https://learningplace.eq.edu.au/cx/resources/items/573f83bb-10e8-41cc-a2f2-72ee49ef57a9/0/His_Y03_U2_SLR_LanguageGroupLocalCommunity.docx




https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=8550B731%2DA342%2D420B%2D97AA%2D97C02E604146&EntityCompositeKey=11%7C17322453

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=E80B4EBB%2DC305%2D4A84%2DAC29%2D54C521F11823&EntityCompositeKey=11%7C17322453

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Lesson 6

Queensland then and now


• Understand aspects of life in Queensland that have changed or remained the same over time.


• Identify continuities and changes within Queensland?Example learning sequence

• Identify areas in Queensland that show continuity and change

• Examine sources about Queensland to identify continuity or change over time

• Investigate sources about Queensland in the past and present to explain continuities and changes over time

Example resources• Sheet - Queensland photographs• Sheet - Past and present Queensland

Helpful information• Supporting learning resource - Queensland then and now• Supporting learning resource - Continuity and change

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/65568e96-0849-4475-bbd0-fb672d90c305/0/His_Y03_U2_SH_QueenslandPhotographs.docx

https://learningplace.eq.edu.au/cx/resources/items/3d71cc3b-4fa1-4680-ac31-ae0bd24b6683/0/His_Y03_U2_SH_PastPresentQueensland.docx

https://learningplace.eq.edu.au/cx/resources/items/3d0e6488-743c-45e0-8dea-f1d3b19fd351/0/His_Y03_U2_SLR_QueenslandThenAndNow.docx

https://learningplace.eq.edu.au/cx/resources/items/38d2ec64-92f7-413b-8156-76fd8b9df6fa/0/His_SLR_ContinuityAndChange.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=7200E746%2D640B%2D43E8%2DBA73%2D4B1924876ED0&EntityCompositeKey=11%7C17322454

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Teaching Sequence




Lesson 7

Transport in Queensland


• Understand that some forms of transport in Queensland have changed and some have stayed the same over time.


• Compare two forms of transport to record continuities and changes?

Example learning sequence• Review prior knowledge of transport in Queensland over

time• Locate information from sources to sequence forms of

transport in Queensland over time on a timeline• Identify continuities and changes of transport in Queensland

over time

Example resources• Sheet - Transport in Queensland• Sheet - Transport comparison

Helpful information• Supporting learning resource - Transport in Queensland

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/988b7b85-2817-4bc9-b270-fa94c9987b8e/0/His_Y03_U2_SH_TransportQueensland.docx

https://learningplace.eq.edu.au/cx/resources/items/7a9f2114-2841-42da-a1db-2ae6b7471492/0/His_Y03_U2_SH_TransportComparison.docx

https://learningplace.eq.edu.au/cx/resources/items/41d92752-5cf5-4739-9426-76aeddd84f5b/0/His_Y03_U2_SLR_TransportInQueensland.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=7C4221A5%2DE7A5%2D4465%2D9291%2DF1CEF142C33B&EntityCompositeKey=11%7C17322455

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Teaching Sequence




Lesson 8

Past and present trains


• Understand how to pose questions to investigate change and continuity in Queensland over time.


• Pose and answer questions about trains in the past and present?

Example learning sequence• Pose questions to identify continuities and changes in

Queensland trains over time• Locate information in sources to answer posed questions• Draw conclusions about continuities and changes in

Queensland trains over time

Example resources• Sheet - Research: Train from the past• Sheet - Research: Train in the present

Helpful information• Sheet - Question starters• Supporting learning resource - Past and present trains

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/abe9c35e-8149-41b1-b104-97bf45ba4f3c/0/His_Y03_U2_SH_ResearchTrainPast.docx

https://learningplace.eq.edu.au/cx/resources/items/0b209d73-03d5-4fe3-9aa1-e783986f6ef8/0/His_Y03_U2_SH_ResearchTrainPresent.docx


https://learningplace.eq.edu.au/cx/resources/items/1fa5230e-3589-4615-a9e5-99cb79415045/0/His_Y03_U2_SLR_PastAndPresentTrains.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=05A2C4A8%2DBF7B%2D4233%2DAFA6%2DEDE5F850A10F&EntityCompositeKey=11%7C17322456

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Teaching Sequence




Lesson 9

Changes in trains


• Understand the changes in Queensland trains over time.Evidence of learningCan the student:

• Write an explanation describing changes in Queensland trains over time?

Example learning sequence• Examine an explanation based on changes in aeroplanes

over time• Identify continuities and changes in Queensland trains over

time• Create a text explaining the changes in Queensland trains

over time

Example resources• Sheet - Research: Train from the past• Sheet - Research: Train in the present

Helpful information• Supporting learning resource - Model explanation• Supporting learning resource - Changes in trains

Attachments


Lesson 10

Review, reinforce and extend learning

Review, reinforce and extend learning• Use this time to revise, reinforce and extend history learning.

Consider the individual needs of your students.

Example resources• Sheet - Research: train from the past• Sheet - Research: train in the present

Helpful information• Supporting learning resource - Model explanation• Supporting learning resource - Changes in trains

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/5c4e5247-74e6-431c-8e0e-24e23898588d/0/His_Y03_U2_SLR_ModelExplanation.docx

https://learningplace.eq.edu.au/cx/resources/items/f37ee2d7-6018-40f4-b1a0-45d19534cf2f/0/His_Y03_U2_SLR_ChangesInTrains.docx

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Teaching Sequence




Lesson 11

Local community study


• Understand how to pose questions to investigate change and continuity in the local community over time.


• Pose and answer questions about the natural and built environments in the past and present?

Example learning sequence• Review continuities and changes in the natural and built

environment• Pose questions to identify continuities and changes in the

natural and built environments in the local community over time

• Locate information in sources to answer posed questions about natural and built environments over time

• Draw conclusions about continuities and changes in the natural and built environment of the local community over time

Helpful information• Supporting learning resource - Local community study

Attachments



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Master

https://learningplace.eq.edu.au/cx/resources/items/77f0a18b-1882-4da8-a89c-e74cf58ef16d/0/His_Y03_U2_SLR_LocalCommunityStudy.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=BBB19606%2D2C1B%2D410E%2D9E16%2D80FF80F0F2A5&EntityCompositeKey=11%7C17322459

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=67708BC4%2D6805%2D4BAA%2DB134%2DCBD13C4CC480&EntityCompositeKey=11%7C17322459

Teaching Sequence




Lesson 12

Changes in the natural and built environment


• Understand the changes in the local community over time.Evidence of learningCan the student:

• Write an explanation describing changes in the natural and built environment over time?

Example learning sequence• Identify continuities and changes in the natural and built

environment in the local community over time• Revise an explanation based on changes in aeroplanes over

time• Create a text explaining the changes in the natural and built

environment in the local community over time

Helpful information• Supporting learning resource - Model explanation• Supporting learning resource - Changes in the natural and

built environment• Supporting learning resource - Cause and effect

Attachments



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Master


https://learningplace.eq.edu.au/cx/resources/items/7d9528ac-c6f5-4a14-a3b4-252a29d658d1/0/His_Y03_U2_SLR_ChangesNaturalBuiltEnviron.docx


https://learningplace.eq.edu.au/cx/resources/items/78743a47-6b1f-f8e1-d293-46d7d78bf3a4/0/His_SLR_CauseAndEffect.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=C1DB6CBD%2D9134%2D4DA7%2D8993%2D94737885A040&EntityCompositeKey=11%7C17322460

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Teaching Sequence

Topic Making connections Topic Duration: 5 Lessons

Overview Students complete their assessment task. They continue to develop an understanding of continuities and changes in aspects of life in Queensland over time.


Lesson 13

Assessment: Parts A and B

Assessment purpose• To explain how a community changed in the past.

Example learning sequence• Introduce the assessment• View the Guide to making judgments and understand the

standards A-E• Conduct the assessment (Parts A and B)

Example resources• Assessment task - Collection of work: Change in a

community

Attachments


Lesson 14

Assessment: Part C

Assessment purpose• To explain how a community changed in the past.

Example learning sequence• Review the assessment• Review the Guide to making judgments and understand the

standards A-E• Conduct the assessment (Part C)


community

Attachments


Lesson 15





community

Attachments



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Teaching Sequence




Lesson 16

Past and present work


• Understand how to pose questions to investigate change and continuity in work over time.


• Pose and answer questions about work in the past and present?

Example learning sequence• Pose questions to identify continuities and changes in

Queensland work over time• Locate information in sources to answer posed questions

about work in Queensland over time• Draw conclusions about continuities and changes in

Queensland work over time

Example resources• Sheet - Research: Work in the past• Sheet - Research: Work in the present

Helpful information• Supporting learning resource - Past and present work

Attachments



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Master

https://learningplace.eq.edu.au/cx/resources/items/14737e5f-2a7f-46f1-afce-71612d320f80/0/His_Y03_U2_SH_ResearchWorkPast.docx

https://learningplace.eq.edu.au/cx/resources/items/49b6e1ba-8a6b-4083-80d9-1fad07b09bb2/0/His_Y03_U2_SH_ResearchWorkPresent.docx

https://learningplace.eq.edu.au/cx/resources/items/7e0e6dae-bdd2-4ede-8e0d-abf635402a0b/0/His_Y03_U2_SLR_PastPresentWork.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=3AE2FAFD%2DF218%2D46B8%2DB110%2D0E9CAB92DE6E&EntityCompositeKey=11%7C17322464

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=8C98CB73%2DF403%2D4A78%2D956C%2D6D953D67BF72&EntityCompositeKey=11%7C17322464

Teaching Sequence




Lesson 17

Changes in work


• Understand the changes in the way people have worked over time.


• Write an explanation describing the changes in ways people have worked over time?

Example learning sequence• Identify continuities and changes in work in Queensland over

time• Create a text explaining the changes in work in Queensland

over time• Draw conclusions about changes in work in Queensland

over time

Example resources• Sheet - Research: Work in the past• Sheet - Research: Work in the present

Helpful information• Supporting learning resource - Changes in work

Attachments



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https://learningplace.eq.edu.au/cx/resources/items/49d5164c-567b-4ed9-b34a-390e7d08865a/0/His_Y03_U2_SLR_ChangesWork.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=DD5A6910%2DE0ED%2D4348%2DA7DD%2D7080C21B914D&EntityCompositeKey=11%7C17322465

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=23CA6A0A%2D6171%2D41AA%2DB78A%2D11F83411B62B&EntityCompositeKey=11%7C17322465

Teaching Sequence

Topic Drawing conclusions Topic Duration: 3 Lessons

Overview Students review sources used throughout the unit to create a timeline of continuities and changes in Queensland over time. They create a poster showing the changes in their local community over time.


Lesson 18

Reviewing sources


• Understand the continuities and changes in Queensland over time.


• Explain how communities have changed or stayed the same over time?

Example learning sequence• Recognise the role of sources in identifying continuity and

change in Queensland over time• Locate information in sources to identify changes to the way

Aboriginal peoples and Torres Strait Islander peoples have lived over time

• Examine a poster about the changes to Rockhampton over time

Example resources• Sheet - Sources for Aboriginal peoples and Torres Strait

Islander peoples• Sheet - Aspects of life in Queensland

Helpful information• Supporting learning resource - Rockhampton then and now• Supporting learning resource - Reviewing sources• Website - C2C: Aboriginal peoples & Torres Strait Islander



Attachments



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https://learningplace.eq.edu.au/cx/resources/items/b10bf7f9-0a77-43e8-95cf-4442cd45b2ad/0/His_Y03_U2_SH_AspectsLifeQld.docx

https://learningplace.eq.edu.au/cx/resources/items/958a8871-5909-4625-a9dd-e41fb149c9e5/0/His_Y03_U2_SLR_ModelPoster.docx

https://learningplace.eq.edu.au/cx/resources/items/d359d9c1-28e1-4d25-b7ac-772a6f3014f1/0/His_Y03_U2_SLR_ReviewingSources.docx



https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=1A36A21F%2DA768%2D4CB3%2DBF6B%2D4BEDEB5F2483&EntityCompositeKey=11%7C17322466

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=C9E4E700%2DB62C%2D4355%2D8054%2D03117F8E69A9&EntityCompositeKey=11%7C17322466

Teaching Sequence

Topic Drawing conclusions Topic Duration: 3 Lessons

Overview Students review sources used throughout the unit to create a timeline of continuities and changes in Queensland over time. They create a poster showing the changes in their local community over time.


Lesson 19

Local community poster


• Understand how their local community has changed over time.


• Create a poster illustrating changes in the local community over time?

Example learning sequence• Review a poster describing changes to Rockhampton over

time• Locate and record information about the language group in

the local community• Record information about the changes in the natural and

built environment in the local community over time• Create visual representations of the local community over

time

Helpful information• Supporting learning resource - Rockhampton then and now• Supporting learning resource - Local community poster• Website - C2C: Aboriginal peoples & Torres Strait Islander


Attachments


Lesson 20




Helpful information• Supporting learning resource - Rockhampton then and now• Supporting learning resource - Local community poster• Website - C2C: Aboriginal peoples & Torres Strait Islander


Attachments



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https://learningplace.eq.edu.au/cx/resources/items/8bd64648-8f8c-4bee-b40e-d8fdbf3968b9/0/His_Y03_U2_SLR_LocalCommunityPoster.docx



https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=D6BC9A29%2D4A7D%2D44B6%2D98FF%2D8B270519D0D3&EntityCompositeKey=11%7C17322467

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=B3D8449B%2D4FE9%2D4C73%2DAF95%2D2212A31F785C&EntityCompositeKey=11%7C17322467





https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=44EFD79C%2DFE70%2D4BF0%2D91BC%2DE1B85F7CC1B2&EntityCompositeKey=11%7C17322468

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=562FECC5%2D6E4D%2D462B%2DB940%2D9020A1931F81&EntityCompositeKey=11%7C17322468

ResourcesUnit Plan Section Resource Resource

BankAttachment Uploaded by

Plan Details Evidence of learning checklist - His_Y03_U2_ILM_EOL.pdf Corporate

Overview - His_Y03_U2_ILM_OV.pdf Corporate

Sequence - Setting the scene Learning guide - His_Y03_U2_ILM_LP01.pdf Corporate

Learning guide - His_Y03_U2_ILM_LP02.pdf Corporate



Lesson plan - His_Y03_U2_LP01.docx Corporate




Sequence - Investigating the evidence










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Unit Plan Section Resource Resource Bank

Attachment Uploaded by









Sequence - Making connections Learning guide - His_Y03_U2_ILM_LP13.pdf Corporate










Sequence - Drawing conclusions Learning guide - His_Y03_U2_ILM_LP18.pdf Corporate


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Sequence Drawing conclusions: Example resources - Sheet - Aspects of life in Queensland

Drawing conclusions: Example resources - Sheet - Sources for Aboriginal peoples and Torres Strait Islander peoples

Drawing conclusions: Helpful information - Supporting learning resource - Local community poster

Drawing conclusions: Helpful information - Supporting learning resource - Reviewing sources

Drawing conclusions: Helpful information - Supporting learning resource - Rockhampton then and now

Drawing conclusions: Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.

Investigating the evidence: Example resources - Sheet - Past and present Queensland

Investigating the evidence: Example resources - Sheet - Queensland photographs

Investigating the evidence: Example resources - Sheet - Research: Train from the past

Investigating the evidence: Example resources - Sheet - Research: Train in the present


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https://learningplace.eq.edu.au/cx/resources/items/b10bf7f9-0a77-43e8-95cf-4442cd45b2ad/0/His_Y03_U2_SH_AspectsLifeQld.docx











https://learningplace.eq.edu.au/cx/resources/items/3d71cc3b-4fa1-4680-ac31-ae0bd24b6683/0/His_Y03_U2_SH_PastPresentQueensland.docx

https://learningplace.eq.edu.au/cx/resources/items/65568e96-0849-4475-bbd0-fb672d90c305/0/His_Y03_U2_SH_QueenslandPhotographs.docx





Investigating the evidence: Example resources - Sheet - Transport comparison

Investigating the evidence: Example resources - Sheet - Transport in Queensland

Investigating the evidence: Helpful information - Sheet - Question starters

Investigating the evidence: Helpful information - Supporting learning resource - Aboriginal Australia map

Investigating the evidence: Helpful information - Supporting learning resource - Cause and effect

Investigating the evidence: Helpful information - Supporting learning resource - Changes in the natural and built environment

Investigating the evidence: Helpful information - Supporting learning resource - Changes in trains

Investigating the evidence: Helpful information - Supporting learning resource - Continuity and change

Investigating the evidence: Helpful information - Supporting learning resource - Language group in the local community

Investigating the evidence: Helpful information - Supporting learning resource - Local community study

Investigating the evidence: Helpful information - Supporting learning resource - Model explanation

Investigating the evidence: Helpful information - Supporting learning resource - Past and present trains

Investigating the evidence: Helpful information - Supporting learning resource - Queensland then and now

Investigating the evidence: Helpful information - Supporting learning resource - Transport in Queensland


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https://learningplace.eq.edu.au/cx/resources/items/7a9f2114-2841-42da-a1db-2ae6b7471492/0/His_Y03_U2_SH_TransportComparison.docx

https://learningplace.eq.edu.au/cx/resources/items/988b7b85-2817-4bc9-b270-fa94c9987b8e/0/His_Y03_U2_SH_TransportQueensland.docx







https://learningplace.eq.edu.au/cx/resources/items/38d2ec64-92f7-413b-8156-76fd8b9df6fa/0/His_SLR_ContinuityAndChange.docx








https://learningplace.eq.edu.au/cx/resources/items/3d0e6488-743c-45e0-8dea-f1d3b19fd351/0/His_Y03_U2_SLR_QueenslandThenAndNow.docx

https://learningplace.eq.edu.au/cx/resources/items/41d92752-5cf5-4739-9426-76aeddd84f5b/0/His_Y03_U2_SLR_TransportInQueensland.docx



Investigating the evidence: Helpful information - Video - Interview: Descendant of Bidjara people Carnarvon Gorge region

Investigating the evidence: Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.

Making connections: Example resources - Sheet - Research: Work in the past

Making connections: Example resources - Sheet - Research: Work in the present

Making connections: Helpful information - Supporting learning resource - Changes in work

Making connections: Helpful information - Supporting learning resource - Past and present work

Setting the scene: Example resources - Sheet - Key stages of settlement

Setting the scene: Example resources - Sheet - Kombumerri people

Setting the scene: Example resources - Sheet - Research: Saibai people

Setting the scene: Example resources - Sheet - Significant sites: Kombumerri people

Setting the scene: Example resources - Sheet - Sources for Aboriginal peoples and Torres Strait Islander peoples sources

Setting the scene: Example resources - Sheet - Sources: Saibai people

Setting the scene: Example resources - Sheet - Types of sources

Setting the scene: Example resources - Video - Importance of Country to Aboriginal peoples

Setting the scene: Example resources - Video - Importance of Place to Torres Strait Islander peoples


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https://learningplace.eq.edu.au/cx/resources/items/a20e08e2-7c45-4acc-a0ce-ba42548eccea/0/His_Y03_U2_SH_KeyStagesSettlements.docx

https://learningplace.eq.edu.au/cx/resources/items/ad459aed-9667-488d-85ea-29a5ca365b73/0/His_Y03_U2_SH_KombumerriPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/37211a97-6f07-4cd7-bba7-2d29111d4fdb/0/His_Y03_U2_SH_ResearchSaibaiPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/d9126b9b-0ec5-48a7-910f-491afe06ea49/0/His_Y03_U2_SH_SigSitesKombumerriPeople.docx



https://learningplace.eq.edu.au/cx/resources/items/20a7582c-a3ea-4658-a074-b33788aafaa9/0/His_Y03_U2_SH_SourcesSaibaiPeople.docx

https://learningplace.eq.edu.au/cx/resources/items/87d0e1c1-2d67-4a1d-a75e-7c389774bb4f/0/His_Y03_U2_SH_TypesOfSources.docx







Setting the scene: Helpful information - Sheet - Question starters

Setting the scene: Helpful information - Supporting learning resource - Aboriginal Australia map

Setting the scene: Helpful information - Supporting learning resource - Aboriginal peoples and Torres Strait Islander peoples

Setting the scene: Helpful information - Supporting learning resource - Essential history Year 3

Setting the scene: Helpful information - Supporting learning resource - Historical questions

Setting the scene: Helpful information - Supporting learning resource - Kombumerri people (1)

Setting the scene: Helpful information - Supporting learning resource - Kombumerri people (2)

Setting the scene: Helpful information - Supporting learning resource - Significance

Setting the scene: Helpful information - Supporting learning resource - Sources

Setting the scene: Helpful information - Supporting learning resource - Torres Strait Islands

Setting the scene: Helpful information - Supporting learning resources - Glossary: Continuity and change in communities

Setting the scene: Helpful information - Text - Saibai Thabu (snake) clan with Liz Thompson 2011, The Story of Girbar Pearson Australia

Setting the scene: Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx


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https://learningplace.eq.edu.au/cx/resources/items/ddb44fbf-2895-4408-9646-0e5adc7fae7a/0/His_SLR_Signficance.docx

https://learningplace.eq.edu.au/cx/resources/items/39ea312d-6967-459d-9666-1252dd133caa/0/His_SLR_Source.docx









Supporting learning resource - Saibai people Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.

Assessment Planner - Collection of work: Change in a community

Assessment task - His_Y03_U2_AT_ChangeInCommunity.docx Corporate

Assessment task - His_Y03_U2_AT_ChangeInCommunity_ModelResponse.docx Corporate

Assessment Making connections: Example resources - Assessment task - Collection of work: Change in a community


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https://learningplace.eq.edu.au/cx/resources/items/5b70d3f2-eb42-4713-86c4-e3cc074f4292/0/His_Y03_U2_SLR_SaibaiPeople.docx

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=8146C370%2D2AC2%2D4C0D%2DAB72%2D8219D3E5A42C&EntityCompositeKey=19%7C3007387

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=8146C370%2D2AC2%2D4C0D%2DAB72%2D8219D3E5A42C&EntityCompositeKey=19%7C3007387

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=91B4F132%2D16C2%2D46EB%2D8D09%2DEBBA90E73B82&EntityCompositeKey=19%7C3007387

https://oslp.eq.edu.au/oslp/_osf/usercontrols/attachments/ViewAttachment.aspx?AttachmentGuid=91B4F132%2D16C2%2D46EB%2D8D09%2DEBBA90E73B82&EntityCompositeKey=19%7C3007387

AssessmentAssessment Task Summary Type Learning Areas Status Date

Collection of work: Change in a community (Yr 03) Portfolio HISTORY Unscheduled TBA

To explain how a community changed in the past.


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Assessment Task - Criteria Sheet

Assessment Task Name: Collection of work: Change in a community (Yr 03) Type: Portfolio

Date: TBA

Description: To explain how a community changed in the past.

Learning Area HISTORY

Criteria A B C D EHistorical knowledge and understanding

Explains how Burleigh Heads changed in the past.

Explains the effects of changes in a community.

Give reasons why a community changed in the past.

Explains how a community changed in the past.

Identifies changes in a community.

Lists features of a community.

Questioning and researching

Poses questions about the natural and built environment in Burleigh Heads.

Develops questions about continuity and change.

Poses a range of questions to guide research.

Poses questions about the past.

Poses questions. States a question.

Analysing and interpreting

Locates information from sources to answer questions.

Interprets information about changes in a community.

Selects relevant information about changes.

Locates information from sources to answer posed questions about changes in a community.

Describes elements of a visual source.

Lists facts.

Communicating

Develops an explanation using terms denoting time.

Sharpens ideas through careful choice of words.

Refers to information from sources.

Develops an explanation using terms denoting time.

Writes an explanation. Writes a story.


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No Curriculum Tracking information found that was applicable to this curriculum plan and specified criteria.


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