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Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 4 SEMESTER 1 UNIT 1 PLANDeep Learning Inquiry Cycle Question

Australia before, during and after European settlement

Support students to explain the Inquiry Questions through:

draw conclusions about how the identities and sense of belonging for Aboriginal and Torres Strait Islander peoples in the past and present were and continue to be affected by British colonisation and the enactment of terra nullius.

analyse the experiences of contact between Australia's First Peoples and others, and the effects these interactions had on people and the environment

make connections between world history events between the 1400s and the 1800s, and the history of Australia, including the reasons for the colonisation of Australia

investigate the experiences of European explorers, convicts, settlers and Australia's First Peoples, and the impact colonisation had on the lives of different groups of people

examine the purpose of laws and distinguish between rules and laws explore the diversity of different groups in their local community consider how personal identity is shaped by aspects of culture, and by the groups to which they belong.

NPDL Integrated Unit: This HASS unit is integrated with Digital Technology

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 / monitoringSelf and Peer AssessmentDeep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Inquiry Project.Check in / Check out (thumbs up) strategies

Learning Interactive Objects (C2C Unit Resources g Drive)

Backward mapping – sticky note up to where they are up to. (feedback given to students from teacher)

Deep Learning Competency Focus:

Collaboration Creativity Critical Thinking Citizenship Character Communication

1

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

Students explain aspects of life before, during and after European settlement of Australia. Task: Portfolio - Australia before, during and after European settlement (Yr 04)Term 1: Week 3 S Part A: James Cook’s first journey

Term 1: Week 6 S

Part B: How and why life changed for convicts on the First Fleet

Term 1: Week 10 S Part C: Points of view

Term 2: Week 3 S Part D: Profile of a friend


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)Active Learning Engagement

(The How)Lessons: 1-11

Check for Understanding

Internal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Vocabulary: diversity,

longevity, ceremony,

connection to Country,

connection to Place,

Country, culture,

custodian, Dreaming

stories, lore, Place,

significance,

spirituality,

sustainable, tradition

WALT:

To understand the

diversity and longevity

of Australia’s First

Peoples.

WILF:

To recognise the

diversity and longevity

of Aboriginal and

Torres Strait Islander

peoples

Explore the unit focus• Examine the unit inquiry question: What were

the impacts of European discovery and settlement on Australia’s First Peoples, and how have Australian cultures, identities and laws changed since that time?

• Activate prior knowledge of:o Aboriginal and Torres Strait Islander

peoples’ connections to Country and Placeo Aboriginal and/or Torres Strait Islander

groups in the local area.• Share ideas and questions related to the unit

focus.

Explore the meaning of ‘diversity’ and ‘longevity’• Discuss the meaning of the terms ‘diversity’ and

‘longevity’ in relation to Australia’s First Peoples.

• Examine provided information to broaden understandings of diversity and longevity in relation to Australia’s First Peoples.

Sort and record information from provided sources

about aspects of life for selected groups of

Aboriginal people• Examine visual sources to identify aspects of life

for selected groups of Australia’s First Peoples.• Record information from sources and draw

conclusions about diverse lifestyles.

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of mapping skills, Co-ordinates Legends, Symbols & Compass directions. Compare and contrast Forest area changes.

Assessment Task:

Part A: James Cook’s first journey


L2BAllow 'wait time' for the student to process informationExplicitly 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

U2BExpose 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

Supporting learning resource - HASS Glossary Year 4 Unit 1

Slideshow (with script) - Diversity and longevity of Australia's First Peoples

Sheet - Diversity of Australia's First Peoples Supporting learning resource - Diversity and

longevity of Australia's First peoples Slideshow (with script) - Importance of Country to

Aboriginal peoples Slideshow (with script) - Importance of Place to

Torres Strait Islander peoples Sheet - Using Country and Place Sheet - Caring for Country Supporting learning resource - Connection to

Country and Place Sheet - Early contacts - Macassar traders Sheet - Aspects of life for the Yolngu people Supporting learning resource - The nature of

contact with others (Part 1) Supporting learning resource - Criteria for

determining significance Slideshow (with script) - European exploration

1492-1800 Sheet - Comparing world maps Sheet - World explorers timeline Supporting learning resource - World explorers 1 Supporting learning resource - Criteria for

determining significance Sheet - Christopher Columbus sources Sheet - Historical inquiry into the journeys of

2

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




TIB:

Examine sources that communicate information

about the importance of Country and Place • Review the concept of ‘significance’ as it applies

to events, people and places in the past.• Examine Aboriginal peoples’ view of Country.• Examine Torres Strait Islander people’s view of

Place.

Locate and record information from provided

sources about ways Country and Place are cared

for, and how features are used• Examine images showing some of the ways

some Aboriginal people use Country.• Examine images showing some of the ways

Torres Strait Islander people use Place.• Record information from provided sources

about ways Country and Place are used by Australia’s First Peoples.

Draw simple conclusions about the long and

continuous connections of Australia’s First Peoples

to Country and Place• Summarise how and why Australia’s First

Peoples are connected to Country and Place.• Share ideas respectfully in response to the

question: How do Australia’s First Peoples use their knowledge of the environment to care for Country and Place?

Christopher Columbus Sheet - Vasco da Gama sources Sheet - Explorer research Sheet - European colonisation of the world (1400-

1660) Supporting learning resource - Criteria for

determining significance Sheet - European colonisation of the world (1400-

1660) Sheet - Effects of exploration and colonisation

sources Sheet - Spanish colonisation of the Americas Supporting learning resource - Colonisation and

its impacts Supporting learning resource - Criteria for

determining significance Slideshow (with script) - The Great South Land Slideshow (with script) - Mapping the Australian

coastline Sheet - Mapping the Australian coastline Supporting learning resource - Great South Land Assessment task - Australia before, during and

after European settlement: Sources Supporting learning resource - James Cook

sources Sheet - The nature of contact between James

Cook and the Dharawal people

Assessment task - Australia before, during and after European settlement

Assessment task - Australia before, during and after European settlement: Model response

Assessment task - Australia before, during and after European settlement: Teaching notes

Assessment task - Australia before, during and after European settlement: Sources

3


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: HASS Year Level Team: add teacher names Term: Semester 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Lessons: 12-20

Check for UnderstandingInternal monitoring data




Resources

Vocabulary:

flax, hulks, Industrial

Revolution, chaplain,

convict, First Fleet,

governor, marine,

mother country,

officer, sergeant,

soldier, surgeon, cat-o’-

nine-tails, dwelling,

labourer, shackles,

population

WALT:

To Understand the

reasons why the British

settled in New South

Wales, Australia;

Understand the

experiences of people

who journeyed on the

First Fleet to Australia

Examine what life was like for people in England

leading up to the British colonisation of Australia• Examine sources to identify and describe types

of work and working conditions in England during the Industrial Revolution

• Examine sources to identify and describe living conditions in England during the Industrial Revolution

Sort and record information from sources about

reasons why New South Wales was chosen by the

British as a location to establish a colony• Examine sources to identify several key reasons

why the British Government wanted to establish a colony in New South Wales, Australia.

Draw simple conclusions about cause-and-effect

relationships between events and developments• Identify and describe cause-and-effect

relationships between events and developments relating to the British Government’s decision to colonise New South Wales (slideshow (with script) Reasons to settle in Australia and sheet Reasons to settle in Australia).

Examine information about the journey of the First

Fleet• Use sources to identify key information about

AssessmentPart C: Points of view






Slideshow - Life in England leading up to the British colonisation of Australia

Sheet - Life in England during the Industrial Revolution

Slideshow (with script) - Reasons to settle in Australia

Sheet - Reasons to settle in Australia

Supporting learning resource - British settlement of Australia

Slideshow - Travellers on the First Fleet

Sheet - Travellers on the First Fleet

Sheet - The First Fleet Sheet - Watkins Tench

sources Sheet - Botany Bay or

Sydney Cove? Sheet - Experiences of

people at Sydney Cove Sheet - Life of a convict Supporting learning resource

- Early settlement Sheet - Experiences of

contact: the Eora peoples and the people of the First Fleet

Sheet - Painting comparison

4






WILF:

Identify reasons why

the British settled in

New South Wales,

Australia?; Identify the

experiences of people

who journeyed on the

First Fleet to Australia?

TIB:

the First Fleet

Examine provided sources to investigate who

travelled to Australia on the First Fleet and their

experiences• Use a map to find information about the route

of the First Fleet • Examine provided sources to identify groups of

people and individuals who travelled on the First Fleet to Australia

• Create character profiles that describe some of the types of people who travelled on the First Fleet.

Draw simple conclusions about the experiences of

people who journeyed to Australia on the First

Fleet• Examine provided sources to locate information

about the conditions on board the ships of the First Fleet and the experiences of travellers.

• Interpret sources to detect a point of view and draw conclusions about the journey of the First Fleet (sheet Watkins Tench sources).

Examine information about the location of the first

British settlement in Australia• Examine sources to identify reasons why

Captain Arthur Phillip chose to move the colony from Botany Bay to Sydney Cove

• Compare the features of Botany Bay and Sydney Cove to determine why one place was preferred to the other.

Examine provided sources to investigate the

experiences of convicts following the arrival of the

First Fleet in Australia• Describe the experiences of the convicts in the

settlement at Sydney Cove using information located in sources o How do the sources help to explain why

Supporting learning resource - Painting comparison




Assessment task - Australia before, during and after European settlement: Sources

5


Sydney Cove was considered a good location for a new penal settlement?

o How do the sources explain why convicts might want to risk their lives as those in Source 1 did?

o What hardships did convicts face in the early days of the penal colony?

Present information about the experiences of a

First Fleet convict• Create a text to demonstrate the changing

experiences of a male convict after arriving and settling at Sydney Cove (sheet Life of a convict).

Examine provided sources to identify problems

faced by the early colonists at Sydney Cove• Use information to identify the problems faced

by the people of the First Fleet during the early years of settlement at Sydney Cove

• Identify solutions devised by Governor Phillip in response to the problems faced by the early colonists.

Sort and record information about the problems

faced by the early European colonists• Examine population statistics for the settlement

at Sydney Cove to determine how successful the colony was during the early years of its establishment (sheet First Fleet problems).

Draw simple conclusions about the causes and

effects of change in the colony at Sydney Cove • Represent problems (causes) faced by early

settlers at Sydney Cove and their solutions (effects) in a graphic organiser (e.g. a cause-and-effect flowchart) to show connections.

6





Lessons 21 - 27

Check for UnderstandingInternal monitoring data Formative

(Feedback)



Resources

Vocabulary:

continuity and change,

point of view,

colonisation, diversity,

Australia’s First

Peoples, longevity

WALT:

Understand how

aspects of life changed

or stayed the same for

a selected Aboriginal

group after European

settlement.

Understand how to

recognise different

points of view in

sources about

continuities and

changes in the lives of

an Aboriginal group.Compile information from sources to show continuities and changes.

Explore provided sources to locate

information about aspects of life for a

selected group over time• Examine examples of oral, written, visual

and physical sources and identify different ways information can be gathered from them

• Use provided sources to investigate the culture of the Awabakal peoples

Examine provided sources to identify

different points of view about how life

changed or stayed the same for a selected

group• Interpret sources to compile information

showing continuities and changes.• Identify different points of view and link

them to relevant stakeholders in the sources

Sort and record information from sources

to identify examples of continuity and

change• Analyse sources to locate and record

examples of changes and of continuities.

Draw simple conclusions about how life

changed or stayed the same for a selected

group as a result of European settlement• Create and communicate explanations of

the impacts of European settlement on

Assessment Task:Part D: Profile of a friend






Slideshow - Types of sources Sheet - Types of sources Sheet - Awabakal peoples of

Lake Macquarie: Sources Sheet - Points of view in

sources Sheet - Tassel Bradshaw

painting Sheet - Effects of contact -

Positive or negative Sheet - Rules and laws flap

book Slideshow - Rule or law? Sheet - Rule or law? Sheet - Is this law important? Sheet - Rules and laws: fact or

opinion? Assessment task - Australia

before, during and after European settlement



7






WILF:

Recognise how aspects

of life changed or

stayed the same for a

selected Aboriginal

group after European

settlement?

Examine provided

sources to identify

different points of view

about how life changed

or stayed the same?

Sort and record

information from

provided sources about

continuities and

changes in aspects of

life for a selected

group?

the Awabakal people.• Support conclusions with evidence from

sources.

Reflect on learning in response to the unit

inquiry question

Examine sources of information about

the effects of European settlement

Reflect on learning that could answer

the question: What were the impacts of

European discovery and settlement on

Australia’s First Peoples, and how have

Australian cultures, identities and laws

changed since then?

Share points of view respectfully about the

longevity and diversity of Australia’s First

Peoples and the effects of contact with

Europeans

Analyse and classify the positive and

negative impacts of contact identified in

sources and prior learning

Draw simple conclusions about the short-

and long-term effects of European

settlement on Australia’s First Peoples

Consider responses to the question:

What do you know about diversity and

longevity of Australia’s First Peoples

and the impact of European

colonisation on Australia’s First

Peoples?

Communicate concise conclusions to

given reflection questions.

8





Lessons 28-32

Check for Understanding

Internal monitoring data




Resources

Vocabulary:

belief, community, cultural, diversity, tradition, community, cultural, diversity, identity, belonging, identity, perspective, Place, point of view

WALT:

Understand the nature

of diversity and how it

may be reflected in the

cultural, religious

and/or social groups in

the local community.Understand how to use evidence to form a point of view about the role of groups in the community

Explore factors that shape personal identity• Identify types of groups (including social, cultural, and

religious) and the way they influence the identity of their members (supporting learning resource Diversity in groups).

Locate information in provided sources about the diversity of

groups in the local community• Compile a class list of local groups to give a snapshot of

community life, diversity and identity. Such a list can be compiled by:o listing groups students or their families are part of or that

they know abouto surveying students’ families to add any more groups they

belong too making observations of the local area/community to

identify groups’ buildings or activity spaceso examining local media for mentions of groupso searching online listings of community groups.

• Classify the group list into these groups (sheet Diversity in groups).

Interact with others respectfully to develop points of view about

the role of groups in the local community• Analyse sources to identify groups’ different purposes, beliefs,

traditions and symbols. • Communicate a personal point of view about the role of

groups

Review information located in sources about the diversity of

groups in the local community• Reflect on learning about local groups and their roles in the






Supporting learning resource - Diversity in groups

Sheet - Diversity in groups Sheet - Developing a point

of view about groups in the community

Learning object - Group membership: belonging (TLF L1023)

Slideshow - Role-play: community groups

Sheet - Role-play: community groups

Supporting learning resource - Role-play: community groups

Slideshow - My identity: who am I?

Sheet - My identity: who am I?

Supporting learning resource - Pose questions about the identity of individuals and groups (Games)

9






WILF:

Students to describe

diversity of groups in

the community;

Develop a point of view

about the role of

groups in the

community

TIB:

community.

Interact with others with respect to show how groups can work

together to identify a possible solution to an issue• View and analyse provided stimulus about a group role-play

activity • Work in groups to develop a proposal that reflects the

activities and identity of a group

Present ideas and findings about the diversity of groups in the

local community and the role of groups• Present groups’ responses and discuss similarities and

differences that reflect group identities.

Examine the nature of identity and what shapes personal

identity• Reflect on learning about groups and identify examples where

a group’s identity has influenced individuals within it• View a resource that identifies influences on personal identity• Reflect on own identity and use a template to record

characteristics and influences Pose questions to investigate the identity of individuals and groups in the local community

• Develop and discuss questions that would be appropriate for interviewing a person about their identity.

Locate information to develop a profile that records aspects of

and influences on identity• Use questions to interview others to identify aspects of their

identity and how they are shaped by groups they belong to.

Reflect on identity and diversity by comparing profiles• Compare findings of identity profile interviews and discuss

similarities and differences.

Pose questions to a representative of the local Aboriginal or

Torres Strait Islander community• Reflect on prior learning about Country/Place to develop

appropriate questions Ask questions respectfully, seeking perspectives about place and space; continuity and change.

Examine information to identify different points of view about

the connections between the local Aboriginal or Torres Strait




10


Islander community and Country/Place• Analyse information from the interview to clarify points of

view from different groups in the community.

Interact with others respectfully to develop a point of view about

the identity of the local Aboriginal or Torres Strait Islander

community• Work in groups to develop and communicate a point of view

based on the interview and other sources.

Reflect on cultural identity and how it might be similar to or

different from Aboriginal peoples or Torres Strait Islander

peoples• Reflect on learning and available sources to identify aspects of

identity that cultural groups have in common and those that are different.

11


HASSAustralia before, during and after European settlement Year 4 Unit 1Assessment task — Australia before, during and after European settlement

Name Class

Teacher Date

Task

To explain aspects of life before, during and after European settlement of Australia.

Instructions

Part A: James Cook’s first journeyStudents will:

locate information from different sources to answer questions

recognise the significance of events in bringing about change

describe the experiences of an individual in the past

sequence information about the lives of individuals in chronological order with reference to key dates

present ideas, findings and conclusions using discipline-specific terms in a range of communication forms

Part B: How and why life changed for convicts on the First FleetStudents will:

describe the experiences of an individual or group in the past

explain how and why life changed in the past and identify aspects of the past that have remained the same

sequence information about events and the lives of individuals in chronological order with reference to key dates

distinguish between facts and opinions and detect points of view


12 of 37document.docx


Part C: Points of viewStudents will:

recognise the importance of laws in society

share points of view, respecting the views of others

distinguish between facts and opinions and detect points of view when examining information


Part D: Profile of a friendStudents will:

describe factors that shape a person’s identity and sense of belonging




Part A: James Cook’s first journey

Think about the inquiry question:

Locate information about James Cook’s experiences during his journey.

1. Where did James Cook go on his first journey?

1768:

April 1769:

October 1769: Headed to New Zealand, which he circumnavigated

2. What contact did James Cook have with people from other societies?

3. Why was James Cook’s first journey significant? (Tick one option)

It was significant to people at the time it happened.

It brought lasting change to people’s lives.

It had positive or negative effects on many people.

It helped people to understand their own world.

It is still important today.

Explain why you made this selection using information from sources.


What was James Cook’s first journey like and why was it significant?

You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the James Cook sources on Assessment task — Australia before, during and after settlement: Sources for this part.



1. a Complete the cause-and-effect flowchart about life in England in the 1700s:

b. Complete the cause-and-effect flowchart about settlement of Australia:


You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.

Effect

Cause

Effect

Cause

Many people could not find work and became criminals to survive.

Effect

Cause

The British government needed a place to send prisoners. Cook advised that the Great South Land (Australia) was suitable for a settlement.

Effect

Cause

You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.You will need the First Fleet sources on Assessment task — Australia before, during and after settlement: Sources for this part.


2. Use the sources to find out what life was like for convicts in England and how life changed for those who came to Sydney Cove on the First Fleet.

Make notes about what changed, and what stayed the same.

These things changed for First Fleet convicts when they settled in Australia:

These things stayed the same for convicts in England and Australia:

They had to work hard outdoors.

They were still prisoners.

3. Read Source 9: Watkin Tench extract.

a. Circle the words in the sentences below that best fit Watkin Tench’s points of view about the journey of the First Fleet.

Watkin Tench thought the journey of the First Fleet was difficult / easy.

Watkin Tench thought that the journey of the First Fleet was a failure / success.

b. Write a fact that is provided in the source.



Part C: Points of view

1. Is this a rule or a law?

Explain your answer:

2. People often have different points of view about laws.

Choose a law and complete the speech bubbles to show two different views.

a. I agree with Will’s / Mali’s (circle one name) point of view about that law.

I agree because

b. Other people may agree with Will’s / Mali’s (circle the other name) point of view about the same law.

They may agree because

3. Will knows some facts about bike helmets, and he has some opinions.

Circle fact or opinion to show you know the difference:


‘Wear a helmet when riding a bike on the street.’

Will

Mali


Part D: Profile of a friend

Interview a friend about their identity. Person I will interview:

1. Use the questions below as starters.

2. Pose your own questions in the ‘Other’ bubbles.

3. Make notes of the answers.


There should be more bike paths so we don’t have to ride on the road.

fact / opinion

There’s evidence that helmets reduce injuries.fact / opinion

Mali’s helmet looks better than mine.

fact / opinion

Police can stop me if I don’t wear a helmet while riding on the street.

fact / opinion

ReligionDoes your family meet with a religious group? What do you do together (maybe at a church, mosque or temple)?

Other:

Other:

CultureAre you part of a national or traditional culture? How do you identify with people, place and culture?

SocialDo you get together with a group just for fun? How do you connect with them?

Other:


4. Use the notes from your interview to explain how groups have shaped your friend’s identity.



Year 4 HASS: Unit 1 — Australia before, during and after European settlement Name:Purpose of assessment: To explain aspects of life in Australia before, during and after European settlement.

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

Recognise the significance of events in bringing about change.Explain how and why life changed in the past; identify aspects of the past that remained the same.Describe the experiences of people in the past.Recognise the importance of laws in society.Describe factors that shape a person’s identity and sense of belonging.

Develop questions to investigate. Locate information from different sources to answer questions.Sequence information about events and the lives of individuals in chronological order with reference to key dates.

Distinguish between facts and opinions and detect points of view when examining information.Share points of view, respecting the views of others.

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

Explains significance of Cook’s journey in bringing about change.Explains cause-and-effect relationships between events in the settlement of Australia. Explains how groups have shaped a person’s identity.

Uses findings to compile concise profile of identity. Creates logical sequences in cause-and-effect chart.

Analyses a source to identify point of view and supporting fact.Explains friend’s profile with effective analysis of collected information.

Explains ideas clearly, using relevant information and terminology.

A

Identifies significance of key event in Australia’s history.Identifies relevant events in cause-and-effects sequences.Explains why a statement is a rule or law.

Develops appropriate questions and extracts relevant information from sources. Sequences events in chronological order with key dates.

Describes reasons for different points of view about a law.

Supports ideas and opinions with information. B

Recognises the significance of a key event. Identifies ways life changed in the past.Identifies experiences of people in Australia in the past.Recognises the importance of laws.Identifies factors that shape a person’s identity and sense of belonging.

Poses questions and locates information to answer them.Orders key events in Australia’s history.

Distinguishes between facts and opinions and detects points of view.Shares points of view and develops profile, respecting the views of others.

Presents ideas, findings and conclusions using discipline-specific terms.

C

Makes a selection about significance.Recalls a law.Records groups to which a person belongs.

Collects information from sources and interview.Adds event to a sequence.

Develops a profile.Records ideas and findings. Uses given terms.

D

Recalls an event.Names an aspect of identity. Lists facts. States a point of view. Uses everyday language

to share ideas. E

Feedback:


Australian Curriculum

F-6/7 HASS - Year 4

Year 4 Achievement StandardBy the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.

Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.


Content Descriptions

Inquiry and skills Knowledge and Understanding

Researching

Locate and collect information and data from different sources, including observations (ACHASSI074)

Sequence information about people's lives and events (ACHASSI076)

Evaluating and reflecting

Draw simple conclusions based on analysis of information and data (ACHASSI079)

Interact with others with respect to share points of view (ACHASSI080)

Analysing

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)

Questioning

Pose questions to investigate people, events, places and issues (ACHASSI073)

Communicating

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Civics and citizenship

The differences between 'rules' and 'laws', why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)

The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

History

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)

The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)

The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)


Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Locate and collect information and data from different sources, including observations (ACHASSI053) Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056) Draw simple conclusions based on analysis of information and data (ACHASSI058) Interact with others with respect to share points of view (ACHASSI059) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061) Why people participate within communities and how students can actively participate and contribute (ACHASSK072)

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Why regulations and laws are enforced and the personnel involved (ACHASSK117) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095) Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098) Evaluate evidence to draw conclusions (ACHASSI101) Work in groups to generate responses to issues and challenges (ACHASSI102) 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)


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 Recognising and using patterns and relationships Using spatial reasoning

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

Personal and social capability Self-awareness Social awareness

Ethical understanding Understanding ethical concepts and issues Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

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

Asia and Australia's engagement with AsiaStudents 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 and the Learning area statements.Sustainability


Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.Assessing student learningAssessment name: Australia before, during and after European settlementAssessment description: Students explain aspects of life before, during and after European settlement of Australia. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person's identity and sense of belonging. They identify different views on how to respond to an issue or challenge.Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include:

Students may think that everyone experienced the past in the same way. Explain to students that each person’s experience is unique and the same event can be experienced in many different ways.

Students may think that the past is a story made of fixed facts. Explain to students that because people’s experiences are different, the way they tell the stories of what is happening can be different, too, so the ‘facts’ they record can be different and interpreted in different ways.

Students may think that every change in the past was for the good – they see change as progress. Explain to students that sometimes things change for the better, sometimes for the worse and can affect different people in different ways.

Students may think that when change happens, it is always quick. Explain that some changes can be immediate and dramatic, while others can occur slowly and be difficult to observe while they are happening.

Feedback may also relate to the development of students' knowledge, understanding and application of skills. In this unit this may include providing feedback about a student's ability to: pose questions and use information to answer them identify and record information from a range of primary and secondary source analyse and interpret sources describe how and why life changed and stayed the same in the past sequence events and developments identify cause and effect relationships use information to distinguish facts from opinions use information to identify the points of view of others past and present, and to develop personal points of view present ideas about the differences between the features of rules and laws explain the importance of laws describe diversity of groups in the community using civics and citizenship terms develop and present a personal profile that identifies groups they belong to and influences on their identity reflect on their cultural identity and how it might be similar to and different from others.


Year 4 Semester 1 Report Card Comment Bank

A B C D E1H4A 1H4B 1H4C 1H4D 1H4E

Unit1: Australia before, during and after European settlement

{Name} explained significance of Cook’s journey in bringing about change. {She,He} explained cause-and-effect relationships between events in the settlement of Australia. {Name} explained how groups have shaped a person’s identity. {She,He} created logical sequences in cause-and-effect chart. {Name} analysed a source to identify point of view and supporting fact. {She,He} explained ideas clearly, using relevant information and terminology.


{Name} identified significance of key event in Australia’s history.{She,He} identified relevant events in cause-and-effects sequences. {Name} explaind why a statement is a rule or law. {She,He} developed appropriate questions and extracted relevant information from sources. {Name} sequenced events in chronological order with key dates and described reasons for different points of view about a law. {She,He} supported ideas and opinions with information.


{Name} recognised the significance of a key event. {She,He} identified ways life changed in the past. {Name} identified experiences of people in Australia in the past. {She,He}recognised the importance of laws. {Name} identified factors that shape a person’s identity and sense of belonging. {She,He} ordered key events in Australia’s history. {Name} distinguished between facts and opinions and detects points of view. {She,He} presented ideas and conclusions using discipline-specific terms.


{Name} made a selection about significance and recalls a law.{She,He} recorded groups to which a person belongs. {Name} collected information from sources and interview. {She,He} added event to a sequence. {Name} developed a profile, and recorded ideas and findings. {She,He} used given terms.


{Name} recalled an event. {She,He} named an aspect of identity. {Name} listed facts. {She,He} stated a point of view. {Name} used everyday language to share ideas.


HASS Pre-ModerationYear 4: Unit 1 Semester 1 Title: Australia before, during and after European settlement

Curriculum Intent for the Unit (see unit /task description) Learning opportunities support students to:

Locate and collect information and data from different sources, including observations Sequence information about people's lives and events Draw simple conclusions based on analysis of information and data Interact with others with respect to share points of view Examine information to identify different points of view and distinguish facts from opinions Interpret data and information displayed in different formats, to identify and describe distributions and simple

patterns Pose questions to investigate people, events, places and issues Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital

representations and discipline-specific terms

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)Knowledge and Understanding Recognise the significance of events in bringing about change. Explain how and why life changed in the past; identify aspects of the past that remained the same. Describe the experiences of people in the past. Recognise the importance of laws in society. Describe factors that shape a person’s identity and sense of belonging.

Questioning and researching Develop questions to investigate. Locate information from different sources to answer questions. Sequence information about events and the lives of individuals in chronological order with reference to

key dates.

Analysing, evaluating and reflecting Distinguish between facts and opinions and detect points of view when examining information. Share points of view, respecting the views of others.

Communicating Present ideas, findings and conclusions using discipline-specific terms in a range of communication

forms.

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

Scan and Assess

Prioritise

Develop and Plan


Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)Feedback may also relate to the development of students' knowledge, understanding and application of skills. In this unit this may include providing feedback about a student's ability to:

pose questions and use information to answer them identify and record information from a range of primary and secondary source analyse and interpret sources describe how and why life changed and stayed the same in the past sequence events and developments identify cause and effect relationships use information to distinguish facts from opinions use information to identify the points of view of others past and present, and to develop personal points of view present ideas about the differences between the features of rules and laws explain the importance of laws describe diversity of groups in the community using civics and citizenship terms develop and present a personal profile that identifies groups they belong to and influences on their identity reflect on their cultural identity and how it might be similar to and different from others.

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


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)

Recognises the significance of a key event. Identifies ways life changed in the past. Identifies experiences of people in Australia in the past. Recognises the importance of laws. Identifies factors that shape a person’s identity and sense of belonging

Poses questions and locates information to answer them. Orders key events in Australia’s history. Distinguishes between facts and opinions and detects points of view. Shares points of view and develops profile,

respecting the views of others. Presents ideas, findings and conclusions using discipline-specific terms.

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

Identifies significance of key event in Australia’s history. Identifies relevant events in cause-and-effects sequences. Explains why a statement is a rule or law.

Develops appropriate questions and extracts relevant information from sources. Sequences events in chronological order with key dates.

Describes reasons for different points of view about a law. Supports ideas and opinions with information.

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

Explains significance of Cook’s journey in bringing about change. Explains cause-and-effect relationships between events in the settlement of Australia. Explains how groups have shaped a person’s identity.

Uses findings to compile concise profile of identity. Creates logical sequences in cause-and-effect chart. Analyses a source to identify point of view and supporting fact. Explains friend’s profile with effective analysis of

collected information. Explains ideas clearly, using relevant information and terminology.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x 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 LearningTeaching Sequence FeedbackLesson 1Diversity and longevity of Australia's First PeoplesExample learning sequence

Explore the unit focus. Explore the meaning of 'diversity' and 'longevity'. Sort and record information from provided sources about

aspects of life for selected groups of Aboriginal people.

Evidence of learningCan the student:

Recognise the diversity and longevity of Aboriginal and Torres Strait Islander peoples?

Lesson 2Connections to Country and PlaceExample learning sequence

Examine sources that communicate information about the importance of Country and Place.

Locate and record information from provided sources about ways Country and Place are cared for, and how features are used.

Draw simple conclusions about the long and continuous connections of Australia's First Peoples to Country and Place.


Recognise Aboriginal peoples' connections to Country and Torres Strait Islander peoples' connections to Place and how they care for Country and Place?

Lessons 3-4Experiences of contact with the Macassar peopleExample learning sequence

Explore sources that communicate information about contact between an Aboriginal group and Macassar traders.

Identify ways life changed and stayed the same for an Aboriginal group as a result of contact with Macassar traders.

Draw simple conclusions about how life changed or stayed the same for an Aboriginal group after contact with Macassar traders.


Identify how aspects of life changed or stayed the same for an Aboriginal group after contact with the Macassar traders?

Lesson 5Significance of early European explorationExample learning sequence

Examine information about European explorers and their journeys of exploration and/or discovery between the 1400s and 1800s.

Sequence important journeys of exploration on a timeline.

Draw simple conclusions about the significance of European exploration between 1400 and 1800.


Sequence major journeys of European explorers between the 1400s and 1800s on a timeline?

Draw simple conclusions about the significance of selected journeys of exploration?

Lessons 6-7Significant journeys of discoveryExample learning sequence

Review reasons for European maritime exploration between the 1400s and 1800s.

Locate information from provided sources about the journey of a European maritime explorer.

Sort and record information from sources about the journey of a European maritime explorer.


Record information from sources about the impacts of European colonisation on other societies?


Teaching Sequence FeedbackLesson 8Impacts of colonisationExample learning sequence

Review colonisation as an outcome of maritime exploration.

Examine the impacts of the Spanish colonisation of the Americas.

Draw simple conclusions about the significance of Spanish colonisation of the Americas.


Record information from sources about the impacts of European colonisation on other societies?

Lesson 9Great South LandExample learning sequence

Review information about groups of people with knowledge of the Great South Land before European settlement in Australia.

Examine routes taken by European navigators and explorers who mapped the Australian coastline.

Draw simple conclusions about the significance of these journeys.


Identify what early European navigators and explorers knew about the Great South Land and which explorers mapped the Australian continent?

Lesson 10Significant journeys – ContactExample learning sequence

Explore events and developments that took place during James Cook's journey of discovery in the Pacific.

Identify effects of change brought about by contact experiences.

Draw conclusions about the significance of contact experiences to the lives of a group of Australia's First Peoples.


Recognise the outcomes of James Cook's journey of discovery in the Pacific?

Describe the nature of contact between Australia's First Peoples and early European explorers?

Lesson 11Assessment checkpoint - Part AExample assessment sequence

Understand the assessment. Review the Guide to making judgements and

understand the standards A-E. Conduct the assessment.

Assessment purposeTo explain aspects of life before, during and after European settlement of Australia.

Lessons 12-13Why the British settled in AustraliaExample learning sequence

Examine what life was like for people in England leading up to the colonisation of Australia.

Sort and record information from sources about reasons why New South Wales was chosen by the British as a location to establish a colony.

Draw simple conclusions about cause-and-effect relationships between events and developments.


Identify reasons why the British settled in New South Wales, Australia?

Lessons 14-15The First Fleet comes to New South WalesExample learning sequence

Examine information about the journey of the First Fleet. Examine provided sources to investigate who travelled to

Australia on the First Fleet and their experiences. Draw simple conclusions about the experiences of

people who journeyed to Australia on the First Fleet.


Identify the experiences of people who journeyed on the First Fleet to Australia?


Teaching Sequence FeedbackLessons 16-17Early European settlementExample learning sequence

Examine information about the location of the first British settlement in Australia

Examine provided sources to investigate the experiences of convicts following the arrival of the First Fleet in Australia.

Present information about the experiences of a First Fleet convict


Identify the experiences of the convicts of the First Fleet?

Lesson 18Problems in the colonyExample learning sequence

Examine provided sources to identify problems faced by the early colonists at Sydney Cove.

Sort and record information about the problems faced by the early European colonists.

Draw simple conclusions about the causes and effects of change in the colony at Sydney Cove.


Identify problems faced by the people of the First Fleet after their arrival in Sydney Cove?

Lesson 19The Eora peopleExample learning sequence

Examine provided sources about the effects of contact between Aboriginal peoples of the Eora nation and the people of the First Fleet.

Compare artworks and texts that show different perspectives.

Draw simple conclusions about the experiences of contact between Aboriginal peoples of the Eora nation and the first Europeans at Sydney Cove.


Identify the different points of view and perspectives about the experiences of contact between the people of the First Fleet and Aboriginal peoples of the Eora nation?

Lesson 20Assessment checkpoint - Part BExample assessment sequence

Understand the assessment. Review the Guide to making judgments and

understand the standards A-E. Conduct the assessment.


Lessons 21-22Changes after European settlement - the Awabakal people of Lake MacquarieExample learning sequence

Explore provided sources to locate information about aspects of life for a selected group over time.

Examine provided sources to identify different points of view about how life changed or stayed the same for a selected group.

Sort and record information from sources to identify examples of continuity and change.

Draw simple conclusions about how life changed or stayed the same for a selected group as a result of European settlement.


Recognise how aspects of life changed or stayed the same for a selected Aboriginal group after European settlement?

Examine provided sources to identify different points of view about how life changed or stayed the same for a selected group?

Sort and record information from provided sources about continuities and changes in aspects of life for a selected group?


Teaching Sequence FeedbackLessons 23-24Effects of European settlement on Australia's First PeoplesExample learning sequence

Reflect on learning in response to the unit inquiry question.

Share points of view respectfully about the longevity and diversity of Australia's First Peoples and the effects of contact with Europeans.

Draw simple conclusions about the short- and long-term effects of European settlement on Australia's First Peoples.


Reflect on learning to draw simple conclusions about the impacts of European discovery and settlement on Australia's First Peoples?

Lessons 25-26Rule and laws in communitiesExample learning sequence

Explore the differences between the features and purposes of rules and laws.

Locate information in provided sources to identify aspects of difference between rules and laws.

Draw simple conclusions about the importance of laws. Use information to distinguish facts from opinions when

discussing examples of laws.


Identify community rules and laws and explain their purpose?

Present ideas about the differences between the features and purposes of rules and laws?

Distinguish between facts and opinions? Detect points of view when examining

information?

Lesson 27Assessment checkpoint - Part CExample assessment sequence

Understand the assessment. Review the Guide to making judgments and understand

the standards A-E. Conduct the assessment.


Lesson 28We belong to diverse groupsExample learning sequence

Explore factors that shape personal identity. Locate information in provided sources about the

diversity of groups in the local community. Interact with others respectfully to develop points of

view about the role of groups in the local community.


Describe diversity of groups in the community?

Develop a point of view about the role of groups in the community?

Lesson 29Role of groups in the communityExample learning sequence

Review information located in sources about the diversity of groups in the local community.

Interact with others with respect to show how groups can work together to identify a possible solution to an issue.

Present ideas and findings about the diversity of groups in the local community and the role of groups.


Describe roles and features of diverse groups in the community?

Lesson 30Groups shape our identitiesExample learning sequence

Examine the nature of identity and what shapes personal identity.

Pose questions to investigate the identity of individuals and groups in the local community.

Locate information to develop a profile that records aspects of and influences on identity.

Reflect on identity and diversity by comparing profiles


Pose questions to find out information? Develop and present a personal profile that

identifies groups they belong to and influences on their identity?


Teaching Sequence FeedbackLesson 31Culture shapes our identitiesExample learning sequence

Pose questions to a representative of the local Aboriginal or Torres Strait Islander community.

Examine information to identify different points of view about the connections between the local Aboriginal or Torres Strait Islander community and Country/Place.

Interact with others respectfully to develop a point of view about the identity of the local Aboriginal or Torres Strait Islander community.

Reflect on cultural identity and how it might be similar to or different from Aboriginal peoples or Torres Strait Islander peoples


Pose questions and use information to answer them?

Reflect on their cultural identity and how it might be similar to and different from others?

Lesson 32Assessment checkpoint - Part DExample assessment sequence

Understand the assessment. Review the Guide to making judgments and understand

the standards A-E. Conduct the assessment



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 (pre-post) School 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

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