The Way We Were - Teacher Guidelines

7/31/2019 The Way We Were - Teacher Guidelines

1/15

The State of Queensland (Queensland Studies Authority) and its licensors 2008.All rights reserved. Please read the copyright notice on our website: www.qsa.qld.edu.au

The way we were

Year 6 English

Studies of Society & Environment(SOSE)

Students research and write a historic recount, and preparea teaching resource that explains the contribution or role ofa person or team before Federation (pre-1901).

Time allocation 13 x 45-minute class sessions (over 56 weeks)

Students will work independently to complete a research organiser, write a historicrecount and teach a small group using the teaching resource.

They will work in partnerships to provide feedback for their research organiser,historic recount and teaching resource.

Context for assessment

Australia has changed and evolved over time. Habitation, exploration and use of

the land and its resources by its original inhabitants and later by European settlers

have altered the landscape and influenced society. Considering the pre-

Federation era, students will identify and analyse the contributions or roles of

individuals who helped Australia develop as a nation.


2/15

Teacher guidelines

2

This assessment gathers evidence of learning for the following Essential Learnings:

English Essential Learnings by the end of Year 7

Ways of working

Students are able to:

identify main ideas and the

sequence of events, makeinferences and draw conclusions

based on ideas and information

within and across texts

interpret and identify that

readers/viewers/listeners are

positioned by aspects of texts

construct non-literary texts to

express meanings and

messages, to identify causes and

effects, and to state positions

supported by evidence

make judgments and justify

opinions using information and

ideas from texts, and identify how

aspects of texts contribute to

enjoyment and appreciation.

Knowledge and understanding

Speaking and listening

Speaking and listening involve using oral, aural and

gestural elements to interpret and construct texts thatachieve purposes across wider community contexts.

The purpose of speaking and listening includes

advancing opinions, discussing, persuading others to

a point of view, influencing transactions, and

establishing and maintaining relationships.

Speakers use their assumptions about the

characteristics of listeners to engage their interest and

attention.

Spoken texts have different structures from writtentexts but can also be written and recorded.

Nonverbal elements, including facial expressions,

gestures and body language, establish mood, signal

relationships, create effect and are monitored by

listeners.

In presentations, speakers make meaning clear by

organising subject matter, identifying their role and

selecting relevant resources.

Speakers and listeners use a number of strategies tomake meaning, including identifying purpose,

activating prior knowledge, responding, questioning,

identifying main ideas, monitoring, summarising and

reflecting.


3/15

Year 6 English, SOSE: The way we were

3

Reading and viewing

Reading and viewing involve using a range ofstrategies to interpret, evaluate and appreciatewritten, visual and multimodal texts across widercommunity contexts.

Readers and viewers draw on their prior knowledge,

knowledge of language elements and point of view

when engaging with a text.

Readers and viewers use a number of active

comprehension strategies to interpret texts, including

activating prior knowledge, predicting, questioning,

identifying main ideas, inferring, monitoring,

summarising and reflecting.

Writing and designing

Writing and designing involve using languageelements to construct literary and non-literary textsfor audiences across wider community contexts.

The purpose of writing and designing includes evoking

emotion, persuading and informing.

Writers and designers establish roles, make

assumptions about their audience and position them

through language choices.

Writers and designers refer to authoritative sources

and use a number of active writing strategies,

including planning, drafting, revising, editing,

proofreading, publishing and reflecting.

Assessable elements


Interpreting texts

Constructing texts

Appreciating texts

Source: Queensland Studies Authority 2007, English Essential Learnings by the end of Year 7, QSA, Brisbane.

SOSE Essential Learnings by the end of Year 7


4/15

Teacher guidelines

4

Ways of working

Students are able to:

identify issues and use common

and own focus questions

plan investigations using inquiry

models

collect and analyse information

and evidence from primary and

secondary sources

evaluate sources of information

and evidence for relevance,

reliability, origins and

perspective

draw conclusions and make

decisions based on information

and evidence by identifying

patterns and connections

communicate descriptions,

decisions and conclusions,

using different text types for

specific purposes and the

conventions of research-based

texts

reflect on learning, apply new

understandings and identify

future applications.


Time, continuity and change

Changes and continuities are linked to particularevents and the achievements of individuals and

groups that attract different interpretations.Events from pre-colonisation to Federation, including

Indigenous heritages, European colonisation, frontier

conflicts, the development of the economy, and the

Federation movement, have established the

Australian nation and contributed to Australian

identities.

Place and space

Environments are defined by physical characteristicsand processes, and are connected to human

activities and decisions about resource management.Physical and human dimensions are used to define

global environments.

Culture and identity

Cultures and identities consist of material and non-material elements and are affected by crossculturalcontacts.

Contact between Indigenous and non-Indigenous

cultures in Australia and in other places have had

significant effects on language, culture, land

ownership, health and education of Indigenous

people.

Assessable elements


Investigating

Communicating

Participating

Source: Queensland Studies Authority 2007, SOSE Essential Learnings by the end of Year 7, QSA, Brisbane.


5/15


5

Listed here are suggested learning experiences for students before they attempt thisassessment.

Explore online learning tools such as Learning Objects Making a differencewhere students

can explore the life stories of exceptional Indigenous and non-Indigenous people and consider

their place in Australias history.

Read various fiction and non-fiction titles such as Tom Frenchs Convict Boy.

Explore pre-Federation Indigenous and non-Indigenous society and the exploration of

Australian land and sea.

Review assorted electronic and print media sources.

Identify primary and secondary sources.

Learn to use an electronic or paper concept map to organise information and research, and to

create timelines.

Reinforce language features such as listing events in chronological order, using descriptive

language, writing in the past tense, using timewords to connect events (e.g. In the past ,

This discovery led to ), including sentences that use when, where, with whomand how.

Model various ways to display a visual timeline.

Examine and discuss the Thinking hats reflection sheet (Appendix A) and consider ways to

share group work with the class.

Examine different formats and methods to help create a teaching device (e.g. webpage,

interactive poster, multimedia production, PowerPoint presentation or a Hall of Fame role play

or dramatisation).

Review components of lesson notes prompts, structure, timed sequences, material

preparation.


6/15

Teacher guidelines

6

Preparing

Bookmark electronic sources on computers in the classroom or in the Library Media Centre

see list of general internet sites provided.

Revise how to use a primary source. Consider also the trustworthiness of sources and the

ways some writers may interpret a primary source. At Year 6 level it is appropriate for students

to read excerpts from diaries and journals, listen to oral histories, and use original maps to

gather information.

Model various ways to display a visual timeline.

Read a sample historic recount for students to use as a model. Highlight the purpose of this

text type: to tell what happened; to tell a series of events. Consider the chronology, structure,

introduction, conclusion and orientation.

Provide parameters for the use of electronic modes. See ICT considerations.

Review teaching and lesson strategies such as questioning and use of devices.

ICT considerations

If integrating information communication technologies into the production of a teaching resource,the historic recount and other components, such as the concept map and visual timeline, will need

to be merged electronically into the selected mode.

When students are given the opportunity to produce multimodal products, they need appropriate

technical guidelines.

Multimedia production considerations

Produce a draft storyboard (four pictures per page) first.

Consider:

title and concluding frame image and textnumber of still and moving images and frames

types and number of transitions with or without captions

text type, size, colour and position

audio (consider copyright issues if using commercial music)

variety of images (e.g. long-shots, close-ups, subjects)

length of production 2 minutes or 1.2 GB

backup procedures.


7/15


7

Website considerations

Technical parameters Considerations

Students should include:

a quiz (e.g. Test your knowledge page)

a bibliography page listing all sources used

a main folder (short name) and sub-folders(e.g. info, graphics)

a title page

white space on the pages (for readability)

self-generated graphics

a limited number of graphics and text images

graphics saved in either gif or jpg format ofreasonable size (less than 120 KB per picture),named without capitals or spaces (e.g. juice.jpg)

html files named without capitals or spaces (e.g.references.htm)

hyperlinks.

Students should include:

a completed paper storyboard signedby the teacher prior to starting computerwork

peer response to storyboard

a backup copy in class or personal workfolder

all paper drafts and storyboards handedin with final website

a folder containing all html workorganised in sub-folders (e.g. info,graphics).

PowerPoint considerations

Encourage students to:

produce a draft storyboard before computer work commences

include timeline image and historic text

set up file saving and management procedures

use white space

use audience-friendly background choices, font size, colour and image selections

avoid animated icons and text-slide transitionslimit the number of slides

use minimal text on slides

include self-generated images, maps, portraits

include a Test your knowledge section in the conclusion in a Q & A format.


8/15

Teacher guidelines

8

Sample implementation plan

This table shows one way in which this assessment can be implemented. It is a guide only you

may choose to use all, part, or none of the table. Customise the table to suit your students and

school environment.

Suggested time Student activity Teacher role

Section 1. Research organiser

Week 1 Read a historic recount.

Research and select a character/s.

Work through Section 1 of theStudent booklet.

Make a list of characters and availableresources.

Print journal entries by John Oxley.

Print A3-sized copies of Appendix A: Researchorganiser (1 per student).

Set up peer editing partnerships and organisepeer teaching groups (45 students per group).

Week 2 Give and receive feedback.

Finalise Research organiserfollowing peer feedback.

Facilitate peer feedback of Research organiser.

Section 2. Historic recount

Week 23 Start first draft of historic recount. Post examples around the room showinghistoric recount structure and languagefeatures.

Organise peer editing and feedback cycle forfirst draft of historic recount.

Ensure all students have a copy of the Peerfeedback sheet (in Student booklet).

Week 4 Complete historic recount following

peer feedback.Review lesson script and notes.

Outline various teaching resources and

methods, including the historic recount, timelineand research organiser. These could include awebpage, poster, multimedia production,electronic journal, PowerPoint presentation ordramatisation.

Section 3. Teaching resource

Week 45 Start compiling teaching resourcesfor use with a selected mode (e.g.website).

Read completed sections to anaudience or teaching group andwatch others do the same.

Practice, rehearse and time thepeer teaching lesson with a partner.

Discuss with students different ways to includeinformation in the teaching tool and lesson (e.g.typing, scanning text, digital camera images).

Organise teaching spaces and timetable forrehearsals and teaching sessions.

Section 4. Lesson

Week 56 Deliver lessons.

Complete Thinking hats reflectionsheets and peer teaching feedbacksheets.

Groups share Thinking hatsresponses with the class.

Display a sample lesson plan.

Organise timing and rotation for group lessons.

Print A3-sized Thinking hats reflection sheet(1 per group).

Collect completed Lesson feedback sheets(Student booklet) and group Thinking hatsresponses.

Provide an opportunity for each group to reporttheir responses.


9/15


9

Resources for the assessment

Appendix A Research organiser

Appendix B Thinking hats reflection sheet

General Internet sites

Ancestry.com, Ann Hollway (17741825), Roots Web 2000, accessed 5 March 2008,

.

Ancestry.com John Chapman (18191897), Roots Web 2000, accessed 5 March 2008,

.

Australian Dictionary of Biography, Makoare (18001831), Neville Green 2005, accessed 5

March 2008, .

Australian Institute of Aboriginal and Torres Strait Islander Studies, AIATSIS 2005, accessed 5March 2008, .

Australians, Truganni(18121876), ABC Behind the News 2007, accessed 5 March 2008,

.

The Bennelong Society, Woollarawarre Bennelong, the Bush Politician (178992), Dirk CH van

Dissel, accessed 5 March 2008, .

Documenting Life in New South Wales, History of the Australian nation, State Library of New

South Wales 2008, Accessed 5 March 2008,

.

Green Left Online, Yagan: an Aboriginal resistance fighter, Green Left Weekly 10 September

1997, accessed 5 March 2008, .

Hot topics: Aboriginal cultural heritage, State Library of Queensland 2007, accessed 5 March2008, .

National Parks Association of NSW, Dingledei Hutstill going Strom, Len Hainke 2003,accessed 5 March 2008, .

ProjectGuttenberg of Australia, Australian explorers, discoverers and pioneers, PGA 2007,

accessed 5 March 2008, .

Project Guttenberg of Australia, Journals of two expeditions into the interior of New South Walesby John Oxley, PGA 2007, accessed 5 March 2008, .

Queensland Government Library Services, Resource services for learning communities, The

State of Queensland (Department of Education, Training and the Arts) 2007, accessed 5 March

2008, .

Wikipedia, Pemulwuy, accessed 5 March 2008, .

Other

The Learning Federation: Learning Objects SOSE Making a difference: Windradyne Accessed

March 5 2008.


10/15

Teacher guidelines

10

The Learning Federation: Learning Objects SOSE Making a difference: Yagan Accessed March 5

2008.

Fiction and non-fiction titles

Alexander, G 2000, Surviving Sydney Cove: the diary of Elizabeth Harvey, Sydney 1790,

Scholastic, Lindfield, NSW.This fictional account describes the suffering of convicts, soldiers and Aboriginal people, and

the difficulties of farming.

Barlow, A, Hill, M 2003, Indigenous heroes and leaders, Heinemann Library, Melbourne, Vic.

This provides an insightful look at the Indigenous people who have helped bring about change.

Barlow, A, Hill, M 2001, Sharing our cultures: the story of Aboriginal cultures, (Aboriginal

people, then and now), Heinemann Library, Port Melbourne, Vic.

This text defines the cultural diversity of Aboriginal people and how their cultures have

changed over the past 200 years. Cultural theft and respect for ownership are discussed.

Barwick, J, Barwick, J 2000, Australia's people, (Database of Australia), Heinemann Library,

Port Melbourne, Vic.

This book begins with the coming of the Aboriginal people around 75,000 years ago, the

impact of European settlement and waves of immigration up to the present.

Barwick, J; Barwick, J 2000, The search for farmland: Australian exploration from 1813 to

1836, (Explorers of Australia), Echidna Books, Abbotsford, Vic.

An account of the journeys of George Evans to search for agricultural land, an inland sea and

to trace the course of rivers. It includes appropriate references to Aboriginal people.

Bereson, I, Pearson, J (ed.) 2001, Building the nation: from colonies to Federation, (Australia

past to present), Reed: Port Melbourne, Vic.

This covers Australias development from a group of settlements to colonies or states. Itacknowledges the existence of the Aboriginal nation and the lack of acknowledgement by the

British of the rights of Aborigines.

Bereson, I 2002, Thesettlement of Australia: how Australia's towns and cities grew, (Australia

past to present), Reed Education and Professional, Port Melbourne, Vic.

Assumes Aboriginal habitation from 65 000 BCE, and the existence of about 500 language

groups at the time of British settlement. The displacement of Aborigines is a dominant theme.

Edwards, C 2002, On board the Boussole: the diary of Julienne Fulbert, Laperouse's voyage of

discovery 17851788, Scholastic, Lindfield, NSW.

This text describes Laperouse's voyages important to Australia's history.

Gleeson, L 2001, The rum rebellion: the diary of David Bellamy, Sydney Town, 18071809,

Scholastic, Lindfield, NSW.

The diary describes life in the colony at the beginning of the nineteenth century, including the

use of rum as currency and the conditions of convicts, soldiers and free settlers.

MacDonald, W 1999, Life in a new land, (Australia's convicts), Macmillan Education Australia,

South Yarra, Vic.

This text focuses on convicts contribution to the establishment of new settlements and penal

stations. It includes facsimiles of government notices such as the arrival of female prisoners as

potential servants and ticket-of-leave men as police recruits.

Nicholson, J 1995, The First Fleet: a new beginning in an old land, Allen & Unwin, Sydney,NSW.

This book discusses people of the time, including Captain Arthur Phillip, marines and convicts. The


11/15


11

Aboriginal Iora people who were dispossessed of their land are also featured.

During the learning process, you and your students should have developed a shared

understanding of the curriculum expectations identified as part of the planning process.

After students have completed the assessment, identify, gather and interpret the information

provided in student responses. Use only the evidence in student responses to make your judgment

about the quality of the student learning. Refer to the following documents to assist you in making

standards-referenced judgments:

Guide to making judgments

Indicative A response

Sample responses(where available).

Making judgments about this assessment

When using this judgment style, it requires the teacher or student to profile the degree of mastery

attained within a standard. For example, if the students work falls within the level of a B standard,

then indicate this by using a highlighter pen to colour the highest zone to identify the levelness of

their achievement.

For further information, refer to Using a Guide to making judgments, available in the

Resources section of the Assessment Bank website.


12/15

Teacher guidelines

12

Evaluate the information gathered from the assessment to inform teaching and learning strategies.

Involve students in the feedback process. Give students opportunities to ask follow-up questions

and share their learning observations or experiences.

Focus feedback on the students personal progress. Emphasise continuous progress relative to

their previous achievement and to the learning expectations avoid comparing a student with

their classmates.

Giving feedback about this assessment

The use of progressive peer feedback in Section 13 models the English writing strategies of

planning, drafting, revising, editing. proofreading and publishing. This reinforces the value in

students providing feedback to each other.

For further information, refer to Using feedback, available in the Resources section of

the Assessment Bank website.


13/15


14/15

Appendix A

B

Research organiser

Name: ...............................................................................

Picture or sketch of person

Details of references consulted

Primary sources

....................................................................................

Secondary sources

....................................................................................

....................................................................................

....................................................................................

Contact with white or Indigenous peoples

............................................................................................................

............................................................................................................

............................................................................................................

.............................................................................................................

............................................................................................................

.............................................................................................................

Transportation/artefacts/tools of

the trade

....................................................................................

Primary/secondary source:

....................................................................................

....................................................................................

....................................................................................

....................................................................................

Significant facts

...................................................................................

....................................................................................

...................................................................................

...................................................................................

...................................................................................

...................................................................................

Life details

Born ..............................................................................

Early life ........................................................................

Later life ........................................................................

Died ..............................................................................

Other ..............................................................................

Primary/secondary source:

....................................................................................

....................................................................................

Important roles/contributions

....................................................................................

....................................................................................

....................................................................................

....................................................................................

....................................................................................

....................................................................................

....................................................................................

Map/routes/landmarks

Source name:

...................................................................................

...................................................................................

...................................................................................

...................................................................................

...................................................................................

...................................................................................

Name of individual/s


15/15

Appendix B

Thinking hats reflection sheet

Group members: ..................................................................................................................................................................

As a group, complete the following Thinking hats activity. Select one group member to neatly record each membersideas and responses.

WHITE HAT THINKING (the facts)

List a major contribution or role played byeach of your individuals.

RED HAT THINKING (the emotions)

Why do you think the rights of Indigenouspeople were ignored by the early Europeanexplorers?

a. ...................................................................................

...................................................................................

b. ...................................................................................

...................................................................................

c. ...................................................................................

...................................................................................

d. ...................................................................................

a. ....................................................................................

....................................................................................

b. ....................................................................................

....................................................................................

c. ....................................................................................

....................................................................................

d. ....................................................................................

YELLOW HAT THINKING (positive aspects)

Was it a good idea to occupy or explorethe selected areas? Why or why not?

BLACK HAT THINKING (negative aspects)

What disadvantages were caused by theirrole or contribution?

a. ...................................................................................

...................................................................................

b. ...................................................................................

...................................................................................

c. ...................................................................................

...................................................................................

d. ...................................................................................

a. ....................................................................................

....................................................................................

b. ....................................................................................

....................................................................................

c. ....................................................................................

....................................................................................

d. ....................................................................................

BLUE HAT THINKING (the big picture)

Imagine you could establish Australia allover again. Knowing what you know now,what would you do differently?

GREEN HAT THINKING (creative/new ideas)

What would Australia look like if you couldredesign it so it meets both Indigenous andwhite needs? Why?

a. ...................................................................................

...................................................................................

b. ...................................................................................

...................................................................................

c. ...................................................................................

...................................................................................

d. ...................................................................................

a. ....................................................................................

....................................................................................

b. ....................................................................................

....................................................................................

c. ....................................................................................

....................................................................................

d. ....................................................................................

Note: Maltese psychologist Dr Edward De Bono created the six thinking hats method in 1985. Its purpose is tounscramble thinking so that a person can use one thinking mode at a time instead of trying to do everything at once.

Documents

The Way We Were - Teacher Guidelines