pialbastateschool.files.wordpress.com€¦ · Web viewPialba State schoolCurriculum PlanningV8 2020 Planned. 11 of 30. HASS Year 5 Semeser 2 Unit 3 V8 2020 Planned ACARA Pialba

Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 5 SEMESTER 2 UNIT 3 PLAN (Term 3)Deep Learning Inquiry Cycle Question

Communities in Colonial Australia (1800s)?Support students to explain the Inquiry Questions through:

examine key events related to the development of British colonies in Australia after 1800 identify the economic, political and social reasons for colonial developments in Australia after

1800 investigate the effects that colonisation had on the lives of Aboriginal peoples and on the

environment locate information from sources about aspects of daily life for different groups of people during

the colonial period in Australia present ideas in narrative form to describe how and why life changed and stayed the same in a

colonial community identify different viewpoints about the significance of individuals and groups in shaping the

colonies sequence significant events and developments that occurred during the development of colonial

Australia using timelines.

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

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

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

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

Continual Feedback loop / monitoring

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

Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)You Tube video’s – places, cultures economics, Australia’s connections, cultural diversity.Vocab development through Warmup to lessons and integrated into English – Literacy Block

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

Collaboration Creativity Critical Thinking Citizenship Character Communication

1

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

Assessment purpose

To conduct an inquiry to answer the inquiry question: How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?

Term 3 Week 7 S Part A and B – Posing Questions

Term 3 Week 8 S Part B (Continued) and Part C - Collecting, locating, Analysing and Interpreting information

Term 3 Week 9 S Part D - Presenting Findings


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

KLA: HASS Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB

(The What)

Unit 3

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: develop questions for an investigation, locate and collect information from a range of sources to answer questions and identify different viewpoints to describe the significance of events/developments in bringing about change.

WILF: is to recognise the reasons for establishing a secondary colonial settlement in Australia after 1800 and the impacts it had.

TIB: understanding Australia’s place in our world and why it was chosen as a colonial penal settlement.

Development of colonial communitiesEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Establishing secondary colonial settlements Examine the reasons for establishing secondary

colonial settlements in Australia after 1800 Explore the location of these settlements and

colonies Locate information in sources to identify a

chronology for the establishment of secondary settlements and colonies

Colonial penal settlements in Van Diemen's Land Examine the history of Van Diemen's Land prior

to the establishment of a penal settlement Locate information in sources about reasons

the British Government wanted to establish settlements in Van Diemen's Land.

Infer cause-and-effect relationships about environmental change in Van Diemen's Land after the establishment of secondary colonial settlements

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of colonial settlements in Australia after 1800, how to locate these settlements and colonies on a map and timeline.

L2B

Allow 'wait time' for the student to process information

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

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

Plan for visual supports to instruction.

Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

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

Important in Assessment

U2B

Expose to more technical or specific HASS vocabulary.

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

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

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

Refer to HASS Word Wall Vocabulary – Supporting learning resource - HASS Year 5 Unit 3 Glossary

2

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




Aboriginal peoples of Van Diemen's Land Examine the effects of European settlement on

the Aboriginal peoples of Van Diemen's Land Locate information in sources about the effect

of the colonial settlements on Aboriginal peoples

Present findings about cause-and-effect relationships in a range of texts and modes

Reasons for inland exploration Sequence key events and developments that

shaped the colonial period in Australia Examine the expeditions of inland explorers of

colonial Australia during the 1800s Locate information in sources about reasons

for inland exploration in colonial Australia during the 1800s

Impacts of inland exploration Examine changes brought about by selected

inland expeditions in colonial Australia Interpret sources to infer cause-and-effect

relationships between inland expeditions and the development of colonial Australia

Evaluate evidence to draw conclusions about the significance of inland expeditions on shaping Australia

L2B







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

Important in Assessment

U2B






3





KLA: HASS Year Level Team: add teacher names Term: Semester 2WALT/WILF/TIB

(The What)

Unit 3

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data Formative

(Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: identify the causes and effects of the Gold Rush on particular communities.

WILF: is to sequence information about events and the lives of individuals in chronological order using timelines and to describe the experiences of different people in the past and then present their ideas, findings and conclusions.

TIB: understanding the impacts of the gold rushes portrays Australia’s place in our world during the 1800s and how it has shaped us to today.

Exploring the Australian gold rushesEach lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

The Australian gold rushes Examine events and developments in colonial

Australia that led to the gold rushes Develop questions to guide an inquiry into the

effects of the gold rushes on colonial Australia Locate and interpret information in sources

about the social and economic effects of the gold rushes on colonial Australia

Sequence information on a timeline about events during the gold rushes that brought change to colonial Australia

Interpret a map to identify patterns of development during the gold rushes

Viewpoints about the Australian gold rushes Examine the importance of the origin and

purpose of a source Examine viewpoints about the significance

of the gold rushes in bringing about change to the Australian colonies

Present findings about the impacts of the gold rushes on developing colonial Australia

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions - diversity of the Australian Gold rushes, the social and economic effects on colonial Australia, interpreting a map identifying patterns of development.

Summative AssessmentPart A and B – Term 3 Week 7Part B (Cont.) and C – Term 3 Week 8Part D – Term 3 Week 9Assessment purposeTo conduct an inquiry to answer the inquiry question: How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?.

L2B







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

U2B






4




Year 5 HASS: Unit 3 — Communities in colonial Australia (1800s) (Completed Term 3)

HASSCommunities in colonial Australia (1800s) Year 5 Unit 3Assessment task — Communities in colonial Australia (1800s)

Name Class

Teacher Date


Task

Part A: Posing questions

Students will:

develop questions for an investigation.

Part B: Collecting and locating information

Students will:

locate and collect information from a range of sources to answer questions examine sources to determine their purpose and to identify different viewpoints describe the significance of events/developments in bringing about change.

Part C: Analysing and interpreting information

Students will:

describe the significance of people in bringing about change describe aspects of the past that have remained the same examine sources to identify different viewpoints identify the causes and effects of change on particular communities sequence information about events and the lives of individuals in chronological order

using timelines.

Part D: Presenting findings

Students will:

describe the experiences of different people in the past present ideas, findings and conclusions in a range of communication forms using discipline-

specific terms and appropriate conventions.

5 of 31document.docx

Part A: Posing questions

Inquiry question for Parts A and BHow and why did the lives of the people in the Australian colonies change because of the gold rush?

1. Write sub-questions to frame your inquiry.

Sub-question 1: What was life like for settlers in the colonies during the gold rush?

Sub-question 2: What were the significant events that occurred during the gold rush?

Sub-question 3:

Sub-question 4:

Part B: Collecting and locating information

1. Describe the sources you will use to answer your sub-questions. Each source must include the type of source, the author or name of website (URL), the identified purpose and point of view.

Example — Source 1: Aboriginal trackers and native police

‘Aboriginal guides were also used to track down convicts and other criminals who had escaped into the bush … The first experiments with Native Police commenced in Victoria in 1837. The [Native Police] Corps provided a deterrent to Aboriginal attacks on pastoral properties as well as later policing the gold diggings and escorting gold to Melbourne.’Source: Australian Government 2016, Aboriginal trackers, australia.gov.au http://www.australia.gov.au/about-australia/australian-story/aboriginal-trackers CC BY 3.0 creativecommons.org/licenses/by/3.0/au/

Source:What is

it?Source code

Author(s) / Name of website / When written/published? /

Title / Where from?

PurposeDoes it inform or persuade?

Whose point of view is the

source giving?

quote(from website)

S1 Australian Government, 2016, Aboriginal trackers, australia.gov.au (website)

inform

persuade

The Australian Government


2. Complete the table below using the sources.

Source:What is it?

Source code

Author(s) / Name of website / When written/published? /

Title / Where from?

PurposeDoes it inform or persuade?

Whose point of view is the

source giving?

inform

persuade

inform

persuade

inform

persuade

inform

persuade

inform

persuade

3. Copy your sub-questions into the boxes below.

4. Make notes for each sub-question using assessment task Communities in colonial Australia (1800s): Sources.

Source code Sub-question

Sub-question 1: What was life like for settlers in the colonies during the gold rush?


Use Assessment task Communities in colonial Australia (1800s): Sources to help answer your sub-questions. Record your sources in the table below.




Source code Sub-question

Sub-question 2: What were the significant events that occurred during the gold rush?

Sub-question 3:

Sub-question 4:


Part C: Analysing and interpreting information

There were a number of significant events that occurred during the gold rush.

5. Complete the Australian gold rushes timeline below, using information from assessment task Communities in colonial Australia (1800s): Sources and your research notes.

Australian gold rushes timeline


____:

1851: Edward Hargraves discovered gold at Ophir near Bathurst.

1871: Population of Australia reached 1.7 million.

1861: A series of attacks against Chinese gold miners at the Lambing Flats caps

1858: Approximately 40 000 Chinese miners were living and working on the Victorian goldfields; telegraphs developed between Sydney and Melbourne, Melbourne and Adelaide.

1855:

____: 370 000 migrants arrived in Australia.

1854:

1854:

1851: Gold was discovered at Bendigo Creek in Victoria

1880

1875

1870

1865

1860

1855

1850

6. Identify the groups who migrated to Australia.

The discovery of gold was a significant event that caused an influx of people to Australia and the goldfields.

7. What significant changes took place because of the increased migration?

8. Use the source below to answer the following question.

Is the writer’s view positive or negative in the quote from A Lady’s Visit to the Gold Diggings of Australia in 1852–53, by Ellen Clacy?

Positive

Negative

9. Underline the words or phrases in the quote that tell you this.

Quote from A Lady’s visit to the Gold Digging of Australia in 1852–53, by Ellen Clacy

‘The good people of Victoria were rather jealous of the importance given by these events [gold discoveries] to the other colony [New South Wales]. Committees were formed, and rewards were offered for the discovery of a gold-field in Victoria. The announcement of the Clunes Diggings in July, 1851, was the result; they were situated on a tributary of the Loddon [River]. On September 8, those of Ballarat, and on the 10th those of Mount Alexander completely satisfied the most sceptical [doubtful] as to the vast mineral wealth of the colony. Bendigo soon was heard of; and gully after gully successively attracted the attention of the public by the display of their golden treasures.’

Source: Clacy, E., 1852–53, A Lady’s Visit to the Gold Diggings of Australia in 1852–53


10.Complete the cause-and-effect flowchart about the significant events of the gold rush.

11.Read the following passage and then complete the task below.

Continuities in Australian society during the gold rush periodWhile the gold rushes brought significant economic and social changes to areas of Australia, rural communities, especially those in remote areas of the country, took much longer to feel the benefits of the gold rushes. Railways were an important development in the years after the gold rushes, but transport in many rural areas of Australia still depended on horses or bullocks. The gold rushes had brought people from many different cultures to Australia, and this eventually brought diversity to Australia’s culture. However, Australian society remained largely British with English as the dominant language. New religions were introduced by miners, especially from Asia, but Christianity was still the religion of colonists.© DET

Select the statements (by ticking the box) that identify the ways that life, as described in the passage, stayed the same during the gold rush period.

Local businesses thrived to meet local demands.

The way of life in Australian colonial society was mostly British.

English was spoken by most people.

The rush to the goldfields resulted in labour shortages.

Christianity was the major religion of the colony.


Effect

CauseCause

Effect

Cause

The colony of Victoria enforced a gold licencing system.

Part D: Presenting findings

12.Explain how the lives of the people changed because of the gold rush.

Topic sentence (What is this text about?)

Explain using specific events and details.

Elaborate using evidence from sources (primary and secondary).

Link back to the topic of the text.


The gold rushes resulted in significant changes to the lives of people in the Australian colonies.




Year 5 HASS: Unit 3 — Communities in colonial Australia (1800s) Name:

Purpose of assessment: To conduct an inquiry to answer the inquiry question: How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?

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

Describe the significance of people and events/developments in bringing about change.Identify the causes and effects of change on particular communities.Describe aspects of the past that have remained the same.Describe the experiences of different people in the past.

Develop questions for an investigation.Locate and collect information from a range of sources to answer inquiry questions.

Examine sources to determine their purpose and to identify different viewpoints.Sequence information about events and the lives of individuals in chronological order using timelines.

Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Justifies the significance of people and events by making complex connections from sources.Infers to draw logical conclusions about experiences.

Poses questions that create opportunities for deep inquiry.Relevant details manipulated in responses.

Infers meaning from sources to identify a range of viewpoints.Selects information purposefully.

Incorporates a range of sources and makes complex connections to support a well-reasoned response.

A

Explains a complete cause-and-effect cycle.Distinguishes between aspects of life that have changed and stayed the same.Supports descriptions with evidence from sources.

Aligns questions to inquiry focus.Incorporates multiple sources when responding to inquiry questions.

Includes detail from sources to identify viewpoints.Presents relevant information in sequential order.

Structures their response in a logical order using discipline-specific terms to good effect.

B

Describes the significance of people and events in bringing about change.Identifies the causes and effects of change on particular communities.Describes an aspect of the past that has remained the same.Describes the experiences of different people in the past.

Develops questions for an investigation.Locates and collects information from a range of sources to answer inquiry questions.

Examines sources to determine their purpose and to identify viewpoints.Sequences information about events and the lives of individuals in chronological order using timelines.

Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions

C

Identifies people or events that brought about change.States a cause or effect.Identifies aspects of life in the past.

Poses questions.Locates and collects information from a source.

Identifies a purpose or viewpoint.Places information from sources on a timeline.

Presents their ideas with some reference to supporting evidence

D

Lists key people or events.Recalls familiar experiences.

Suggests area of inquiry.Locate familiar information from a source.

Describe the purpose of a source using familiar terms.

Communicates ideas relating to the inquiry focus

E

Feedback:



Assessment Task Sources Information Sheets Unit 3

Assessment task — Communities in colonial Australia (1800s): Sources

Source 1A nation transformed

‘Australia attracted adventurers from all around the world. The majority of these new arrivals were British but also included Americans, French, Italian, German, Polish and Hungarian exiles. The largest foreign contingent on the goldfields was the 40 000 Chinese who made their way to Australia.’

‘In 1852 alone, 370 000 immigrants arrived in Australia … in just two years, the [Victorian] State’s population had grown from 77 000 to 540 000! ... The total population trebled from 430 000 in 1851 to 1.7 million in 1871.’Source: Wells, Kathryn 2015, The Australian gold rush, Australian Government, http://www.australia.gov.au/about-australia/australian-story/austn-gold-rush CC BY 3.0 creativecommons.org/licenses/by/3.0/au/

Source 2Zealous* gold diggers, Bendigo, by ST Gill, 1855

The gold rush to Bendigo started in 1851, and enthusiastic miners rushed to find their fortunes, as illustrated in this image.

*zealous: keen, enthusiastic, eagerGill, ST 1855, Zealous gold diggers, Bendigo, National Library of Australia, nla.pic-an7518147, http://nla.gov.au/nla.pic-an7518147


Source 3Canton Lead monument

Built to remember the Chinese miners who discovered gold in the area of Ararat in south-west Victoria in 1857. The area developed into a thriving gold town. It is the only city in Australia to have been founded by Chinese migrants.

Reference: Canton Lead [Monument Australia], http://monumentaustralia.org.au/themes/landscape/settlement/display/30069-

Source: Saunders, G 2014, Canton Lead Monument, Monument Australia, http://monumentaustralia.org.au/themes/landscape/settlement/display/30069-canton-lead Used with permission.

Source 4Observations of Ellen Clacy, a female digger at the Bendigo goldfields

‘There is more drinking and rioting at the diggings than elsewhere, the privacy and risk gives the obtaining it an excitement which the diggers enjoy as much as the spirit [alcohol] itself; and wherever grog is sold on the sly, it will sooner or later be the scene of a riot …’Source: Clacy, E 1852–53, A lady’s visit to the gold diggings of Australia in 1852–53

Source 5Observations of Ellen Clacy, a female digger at the Bendigo goldfields

‘The good people of Victoria were rather jealous of the importance given by these events [gold discoveries] to the other colony [New South Wales]. Committees were formed, and rewards were offered for the discovery of a goldfield in Victoria. The announcement of the Clunes Diggings in July, 1851, was the result; they were situated on a tributary of the Loddon [River]. On September 8, those of Ballarat, and on the 10th those of Mount Alexander, completely satisfied the most sceptical [doubtful] as to the vast mineral wealth of the colony. Bendigo soon was heard of; and gully after gully successively attracted the attention of the public by the display of their golden treasures.’Source: Clacy, E 1853, A Lady’s Visit to the Gold Diggings of Australia in 1852–53.


Source 6

Development of towns at goldfields

Many towns developed on the site of mining camps during the gold rushes as businesses were set up to provided supplies and services to diggers. Many miners who had become wealthy from their finds established farms. Diggers spent their money in towns like Ballarat and Bendigo, and from this money, these towns could afford to create roads, build libraries and establish other necessary services.

This photograph shows Clark Street in the gold rush town of Hill End, NSW in 1872. At this time, there was an approximate population of around 8 000 people at Hill End. Over a short time, establishments were built throughout the town, including over one km of shops, two newspapers, five banks and 27 hotels. Hill End owes its existence to the gold rush period.

Image: Merlin, HB 1872, Street in Hill End, a gold rush town in New South Wales, National Archives of Australia, Item 11484720 http://recordsearch.naa.gov.au/SearchNRetrieve/Interface/ViewImage.aspx?B=11484720

Source 7Economic impacts of the Australian gold rushes

‘The gold bullion that was shipped to London each year brought a huge flow of imports. The goldfield towns also sparked a huge boost in business investment and stimulated the market for local produce. The economy was expanding and thriving.

Because so many people were travelling to and from the goldfields, the 1850s also saw the construction of the first railway [Victoria in 1854, NSW in 18551] and the operation of the first telegraphs [Victoria in 1854, Melbourne to Sydney 1858, Melbourne to Adelaide 18582].’Wells, Kathryn 2015 The Australian gold rush, The Australian Government, http://www.australia.gov.au/about-australia/australian-story/austn-gold-rush CC BY 3.0 AU creativecommons.org/licenses/by/3.0/au/

References:1 History of Rail in Australia (Australian Government, Department of Infrastructure and Regional Development)

https://infrastructure.gov.au/rail/trains/history.aspx2 Thompson, D 2008 The Australian telegraph network 1854–1877 (Museum Victoria)

http://collections.museumvictoria.com.au/articles/2625 Accessed 25 November 2015


Source 8Effects on businesses and labour

At first, the rush to the goldfields resulted in labour shortages in both rural (farming) and urban (city) areas. Workers simply left their jobs to go to the gold diggings, leaving many business owners in financial difficulty; for example, farmers were left with unharvested crops, and fishing vessels had no fisherman. Wages increased to attract workers back to vital industries. Many migrants took up jobs that had been abandoned by those who had rushed to the diggings.

A third of the world’s gold produced during the 1850s came out of Victoria. The wealth produced brought imports and improvements to the Australian colonies. Diggers often spent their earnings in cities and towns. From such spending, cities like Melbourne developed better services to meet the needs of the growing population. Increases in the population also meant that local agricultural industries started to thrive because of the need to meet local demands.References:

Scott, T Impact of gold on Australia (SBS Gold!), http://www.sbs.com.au/gold/story.php?storyid=70\

Australian Gold Rush (GoldOz, Australian Gold Shares, Mines and History) https://www.goldoz.com.au/australian-gold-rush/


Australian Curriculum (Prep to Year 6) HASS – Year 5

Year 5 Achievement Standard

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Curriculum Priorities - PedagogyConsiderationsPrior and future curriculum

Relevant prior curriculum

Students require prior experience with the following: Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Sequence information about people's lives and events (ACHASSI076) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Draw simple conclusions based on analysis of information and data (ACHASSI079) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)


Curriculum Priorities - PedagogyConsiderationsCurriculum working towards

The teaching and learning in this unit work towards the following: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123) Sequence information about people's lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125) Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128) Evaluate evidence to draw conclusions (ACHASSI129)

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting (Unit 3)

Evaluate evidence to draw conclusions (ACHASSI101)

Questioning (Unit 3)

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

Communicating (Unit 3)

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Analysing (Unit 3)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

History (Unit 3)

Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHASSK106)

The impact of a significant development or event on an Australian colony (ACHASSK108)

The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107)

The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)

The role that a significant individual or group played in shaping a colony (ACHASSK110)


Content Descriptions

Inquiry and skills Knowledge and Understanding

Researching (Unit 3)

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Sequence information about people's lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Using spatial reasoning

Information and communication technology (ICT) capability Investigating with ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.


http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures

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

Asia and Australia's engagement with Asia

Students will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.

Assessing student learningAssessment name: Communities in colonial Australia (1800s)

Assessment description: Students conduct an inquiry to answer the inquiry question, How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline- specific terms and appropriate conventions.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Feedback


Establish active feedback partnerships between students, teachers and parents to find out: 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.Use feedback to inform future teaching and learning.

Reflection on the unit plan

Identify what worked well during and at the end of the unit for future planning.


Year 5 Report Card Comment Bank (Unit 3 Term 3)

A B C D E2H5A1 2H5B1 2H5C1 2H5D1 2H5E1

Unit 3: Australia in a diverse world {Name} justified the significance of people and events by making complex connections from sources. {She,He} inferred to draw logical conclusions about experiences. {Name} posed questions that create opportunities for deep inquiry. (She,He } inferred meaning from sources to identify a range of viewpoints. {Name} selected information purposefully. {She,He} incorporated a range of sources and makes complex connections to support a well-reasoned response.

Unit 3: Australia in a diverse world {Name} explained a complete cause-and-effect cycle. {She,He} distinguished between aspects of life that have changed and stayed the same. {Name} supports descriptions with evidence from sources and aligns questions to inquiry focus. {She,He} incorporates multiple sources when responding to inquiry questions. {Name} included detail from sources to identify viewpoints. {She,He} presented relevant information and structured their responses in sequential logical order.

Unit 3: Australia in a diverse world {Name} described the significance of people and events in bringing about change. {She,He} identified the causes and effects of change on particular communities and described an aspect of the past that has remained the same. {Name} developed questions for an investigation and located and collected information from a range of sources to answer inquiry questions. {She,He} sequenced information about events and the lives of individuals in chronological order using timelines.

Unit 3: Australia in a diverse world {Name} identified people or events that brought about change. {She,He} stated a cause or effect and identified aspects of life in the past. {Name} posed questions. {She,He} located and collected information from a source and identified a purpose or viewpoint. {Name} placed information from sources on a timeline and presented their ideas with some reference to supporting evidence.

Unit 3: Australia in a diverse world {Name} listed key people or events. {She,He} recalled familiar experiences and suggested an area of inquiry. {Name} located familiar information from a source. {She,He} described the purpose of a source using familiar terms. {Name} communicated ideas relating to the inquiry focus


HASS Pre-ModerationYear 5: Unit 3 Semester 2 Title: Communities in colonial Australia (1800s)

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

How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?

Learning opportunities support students to: examine key events related to the development of British colonies in Australia after 1800 identify the economic, political and social reasons for colonial developments in Australia after 1800 investigate the effects that colonisation had on the lives of Aboriginal peoples and on the environment locate information from sources about aspects of daily life for different groups of people during the colonial period in Australia present ideas in narrative form to describe how and why life changed and stayed the same in a colonial community identify different viewpoints about the significance of individuals and groups in shaping the colonies sequence significant events and developments that occurred during the development of colonial Australia using timelines.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)

Describe the significance of people and events/developments in bringing about change. Identify the causes and effects of change on particular communities. Describe aspects of the past that have remained the same. Describe the experiences of different people in the past.

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

Feedback Guide/Assessment Opportunities

Feedback may relate to identifying important dates and aspects of family life. In this unit this may include: I can Describe the significance of people and events/developments in bringing about change. I can identify the causes and effects of change on particular communities.

I can describe aspects of the past that have remained the same. I can describe the experiences of different people in the past. I can develop questions for an investigation. I can locate and collect information from a range of sources to answer inquiry questions. I can examine sources to determine their purpose and to identify different viewpoints. I cans sequence information about events and the lives of individuals in chronological order using timelines. I can present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and

appropriate conventions.


Scan and Assess

Prioritise

Develop and Plan

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

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

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

Describes the significance of people and events in bringing about change.Identifies the causes and effects of change on particular communities.Describes an aspect of the past that has remained the same.Describes the experiences of different people in the past. Develops questions for an investigation.Locates and collects information from a range of sources to answer inquiry questions. Examines sources to determine their purpose and to identify viewpoints.Sequences information about events and the lives of individuals in chronological order using timelines. Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.

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

Explains a complete cause-and-effect cycle.Distinguishes between aspects of life that have changed and stayed the same.Supports descriptions with evidence from sources. Aligns questions to inquiry focus.Incorporates multiple sources when responding to inquiry questions. Includes detail from sources to identify viewpoints. Presents relevant information in sequential order. Structures their response in a logical order using discipline-specific terms to good effect.

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

Justifies the significance of people and events by making complex connections from sources.Infers to draw logical conclusions about experiences.Poses questions that create opportunities for deep inquiry.Relevant details manipulated in responses. Infers meaning from sources to identify a range of viewpoints.Selects information purposefully. Incorporates a range of sources and makes complex connections to support a well-reasoned response.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

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


Maker Model Guiding Questions

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

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

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

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

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

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

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

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

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

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

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

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

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

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

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

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

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

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

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

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


Feedback: Evidence of Learning

Teaching Sequence FeedbackLessons 1-2Establishing secondary colonial settlementsExample learning sequence

Explore the unit focus Examine the reasons for establishing secondary

colonial settlements in Australia after 1800 Explore the location of secondary settlements and

colonies Locate information in sources to identify a

chronology for the establishment of secondary settlements and colonies

Evidence of learningCan the student:

Identify the reasons for establishing secondary colonies in Australia after 1800?

Identify where, when and why secondary colonial settlements were established in Australia?

Lesson 3Colonial penal settlements in Van Diemen's LandExample learning sequence

Examine the history of Van Diemen's Land prior to the establishment of a penal settlement

Locate information in sources about reasons the British Government wanted to establish settlements in Van Diemen's Land

Infer cause-and-effect relationships about environmental change in Van Diemen's Land after the establishment of secondary colonial settlements


Identify the reasons for establishing secondary colonial penal settlements in Van Diemen's Land?

Describe how the environment changed as a result of the establishment of British settlements in Van Diemen's Land?

Lesson 4Aboriginal peoples of Van Diemen's LandExample learning sequence

Examine the effects of European settlement on the Aboriginal peoples of Van Diemen's Land

Locate information in sources about the effect of the colonial settlements on Aboriginal peoples

Present findings about cause-and-effect relationships in a range of texts and modes


Describe the effects of the establishment of colonial settlements in Van Diemen's Land on the lives of Aboriginal peoples?

Lessons 5-6Reasons for inland explorationExample learning sequence

Sequence key events and developments that shaped the colonial period in Australia

Examine the expeditions of inland explorers of colonial Australia during the 1800s

Locate information in sources about reasons for inland exploration in colonial Australia during the 1800s


Represent key events and developments in colonial Australia during the 1800s on a timeline?

Identify reasons for explorations of inland Australia during the colonial period as social, economic and political?

Lesson 7Impacts of inland explorationExample learning sequence

Examine changes brought about by selected inland expeditions in colonial Australia

Interpret sources to infer cause-and-effect relationships between inland expeditions and the development of colonial Australia



Identify cause-and-effect connections between inland expeditions and the development of colonial Australia?


Teaching Sequence FeedbackLesson 7Impacts of inland explorationExample learning sequence

Examine changes brought about by selected inland expeditions in colonial Australia

Interpret sources to infer cause-and-effect relationships between inland expeditions and the development of colonial Australia



Identify cause-and-effect connections between inland expeditions and the development of colonial Australia?

Lessons 8-9The Australian gold rushesExample learning sequence

Examine events and developments in colonial Australia that led to the gold rushes

Develop questions to guide an inquiry into the effects of the gold rushes on colonial Australia

Locate and interpret information in sources about the social and economic effects of the gold rushes on colonial Australia

Sequence information on a timeline about events during the gold rushes that brought change to colonial Australia

Interpret a map to identify patterns of development during the gold rushes


Sequence events and developments that had significant economic and social impacts on colonial Australia on a timeline?

Identify the social and economic impacts of the gold rushes on changing colonial Australia?

Identify points of view from the past and present about the significance of the gold rushes in bringing about change to colonial Australia?

Lesson 10Viewpoints about the Australian gold rushesExample learning sequence

Examine the importance of the origin and purpose of a source

Examine viewpoints about the significance of the gold rushes in bringing about change to the Australian colonies

Present findings about the impacts of the gold rushes on developing colonial Australia


Identify points of view about the effects of the gold rushes on colonial Australia?

Lessons 11-12Assessment Parts A and B

Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-EConduct the assessment

Assessment purpose



Teaching Sequence FeedbackLessons 13-14Assessment Part B (continued) and Part CExample assessment sequence


understand the standards A-E Conduct the assessment

Assessment purposeTo conduct an inquiry to answer the inquiry question: How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?

Lessons 15-16Assessment Part DExample assessment sequence


understand the standards A-EConduct the assessment

Assessment purposeTo conduct an inquiry to answer the inquiry question: How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?


Post Moderation “Every Student Succeeding”

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

Moderation ProtocolsRefer Appendix of Pialba State school Reporting and Moderation Policy (Pre-Post) Policy – Social Moderation Norms

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

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

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

Identified from this terms assessment & moderation.


Scan and Assess

Act

Review

Prioritise

Review

Documents

pialbastateschool.files.wordpress.com€¦ · Web viewPialba State schoolCurriculum PlanningV8 2020 Planned. 11 of 30. HASS Year 5 Semeser 2 Unit 3 V8 2020 Planned ACARA Pialba