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Pialba State school Curriculum Planning V8 2020 Planned

PIALBA STATE SCHOOL: HASS YEAR 6 SEMESTER 2 UNIT 4 PLANDeep Learning Inquiry Cycle Question

What are Australia's global connections between people and places? How do people's connections to places affect their perception of them?

Support students to explain the Inquiry Questions through:

identify how Australia's connections with other countries change people and places recognise the effects that people's connections with, and proximity to, places throughout the

world have on shaping their awareness and opinion of those places develop appropriate questions to frame an investigation locate and collect useful information from primary and secondary sources organise and represent data in a range of formats, using appropriate conventions interpret data to identify patterns and trends, and to infer relationships identify different points of view and solutions to an issue reflect on their learning to propose action in response to an issue or challenge and describe the

probable effects of their proposal present ideas, findings, viewpoints & conclusions in a range of communication forms that

incorporate source materials, graphing, communication conventions & discipline-specific terms

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)

1

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

Term 4Week 5-7 S

Assessment purposeTo conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?


Collaboration Creativity Critical Thinking Citizenship Character Communication

2


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 4

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data

Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALT: develop questions to frame an investigationlocate and collect information from secondary sources and conduct field work to collect primary data to represent information in a range of formats.

WILF: is to recognise what is trade and identify how trade connections operate with Australia and the world.

TIB: understanding our world is made up of different countries working together.

Collecting and representingEach 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.

Australia's connections with other countries

Explore the various connections Australia has with other countries

Identify the factors that shape people's awareness and opinion of places

Trade connections Examine how Australia is connected to the

world through trade- What is Trade?

Represent and interpret trade data to identify patterns and trends in Australia's trading relationships

Identify how Australia's trade connections change people and places

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions of what is trade, trade connections between Australia and other countries and represent trade data on column graphs.

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 6 Unit 4 Glossary

Website - Asia Education Foundation (Asialink) http://www.asiaeducation.edu.au/

Slideshow - between countries

Sheet - Thinking about interconnections between places

Slideshow - What is trade? Sheet - Trade in Australia

Website - Australia's trade at a glance (Department of Foreign Affairs and Trade) http://dfat.gov.au/pages/default.aspx

3 of 28document.docx

http://dfat.gov.au/pages/default.aspx

http://dfat.gov.au/pages/default.aspx

http://www.asiaeducation/

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





(The What)

Unit 4


Check for UnderstandingInternal monitoring data




Resources

WALT: describe how people, places, communities and environments are globally interconnected andidentify the effects of these interconnections over time and describe and evaluate the patterns and trends in data evidence to draw conclusions.

WILF: is how tourism, migration and foreign aid impact our country.

TIB: Tourism, migration and foreign aid are important connections to link us to the world.

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

Tourism connections Examine how Australia is connected to the world

through tourism Interpret data to identify global tourism patterns and

the effects of tourism on changing people and places

Investigate an event that has had an effect on tourism connections

Draw conclusions about the effects of tourism events on people and places

Present ideas and findings about a significant Australian event attracting tourists

Migration connections Examine how Australia is connected to the world

through migration and the effects of migration on people and places

Collect primary data about the country of origin of students in the class to identify interconnections

Investigate an event that has had an effect on migration connections

Work in groups to generate responses to the migration challenges in Australia

Foreign aid connections Examine how Australia is connected to the world

through foreign aid Interpret information about an event that has had an

effect on aid connections Draw conclusions about the importance of aid

connections

Pose questions and collect data Practise posing key questions to guide an inquiry

and for a questionnaire Investigate how to collect and record data Collect and organise primary data Locate and collect information from secondary

sources

Formative (Feedback)Check for Evidence of Learning throughout the lessons.Check students understanding through elbow partner and small group discussions – how is Australia connected to other countries through tourism, migration and foreign aid.

L2B







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

Important in

U2B






Video - Global tourism Video - Fact file: Tourism in

Australia Sheet - Australian Open Sheet - Migration survey Sheet - Migration Slideshow - The Vietnam War -

An event influencing migration to Australia

Slideshow - Aid Sheet - Aid Slideshow - How to develop

inquiry questions Sheet - Practice inquiry: Trade

connections between Australia and Asia






Assessment


(The What)

Unit 4


Check for UnderstandingInternal monitoring data Formative

(Feedback)



Resources

WALT: propose action in response to How does tourism at the Great Barrier Reef affect people and places? and describe the probable effects of their proposal by present ideas and conclusions incorporating source materials.

WILF: is that students can conduct inquiry, evaluating evidence, present their findings and conclusions.

TIB: the connections between Australia and Asia have global impacts on our country.

Evaluating strategiesEach 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.

Represent and interpret data Represent data (Australia and

Asia Trade Connections) in graphical form

Interpret data to identify patterns and trends in trade between Asia and Australia

Examine different viewpoints about the effects of trade connections through a mind map.

Evaluate and present proposed action Evaluate evidence to propose

action in response to a challenge – Practice Inquiry

Present findings and conclusions to the inquiry

Australia's global connections Complete the Summative

Assessment Inquiry


Check students understanding through elbow partner and small group discussions on demonstrating an understanding of What are Australia's global connections between people and places? and How do people's connections to places affect their perception of them? to help answer the inquiry question:

How does tourism at the Great Barrier Reef affect people and places?

Check for Evidence of Learning

Summative AssessmentTerm 4 Week 5-7Assessment purposeTo conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?

L2B







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

U2B











in Assessment



Year 6 HASS: Unit 4: — Australia’s global connections (Started Week 9/10 Term 3 and Completed Term 4)

HASSAustralia’s global connections Year 6 Unit 4Assessment task — Australia’s global connections

Name Class

Teacher Date

Task

To conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?

Instructions

Part A: Collecting and representing data

Students will:

develop questions to frame an investigation locate and collect information from secondary sources conduct field work to collect primary data represent information in a range of formats.

Part B: Analysing and interpreting information

Students will:

describe how people, places, communities and environments are globally interconnected identify the effects of these interconnections over time identify and describe patterns and trends in data evaluate evidence to draw conclusions.

Part C: Evaluating strategies and proposing action

Students will:

propose action in response to an issue or challenge describe the probable effects of their proposal present ideas and conclusions incorporating source materials.



Part A: Collecting and representing data

Consider the inquiry question: How does tourism at the Great Barrier Reef affect people and places?

1. Write sub-questions to frame your inquiry.

Sub-question 1: What is the Great Barrier Reef and where is it located?

Sub-question 2: Why do people choose to visit the Great Barrier Reef?

Sub-question 3:

Sub-question 4:

Sub-question 5:

2. Locate and record information from secondary sources to answer sub-questions.

Sub-questions Information Sources

What is the Great Barrier Reef and where is it located?

world’s largest coral reef ecosystem

Why do people choose to visit the Great Barrier Reef?

impressive to visit — natural wonder of the world, natural beauty


Think about the natural features, origins of visitors, reasons for visiting, economic and environmental impacts.

Think about the natural features, origins of visitors, reasons for visiting, economic and environmental impacts.


Sub-questions Information Sources

3. Conduct a questionnaire with five people in the local area to investigate: their experiences at the Great Barrier Reef Marine Park their viewpoints on impacts of tourism on the Great Barrier Reef Marine Park.

4. Collate class data gathered from the questionnaire for the question: What areas/regions have you visited/would you visit at the Great Barrier Reef Marine Park? Record your findings in a table.

Table — Class data: Questionnaire results

Question Response Tally Total

What areas/regions have you visited/would you visit at the Great Barrier Reef Marine Park?

A — Cape York region

B — Wet Tropics region

C — Burdekin region

D — Mackay Whitsunday region

E — Burnett Mary region


Use the ‘Tourism at the Great Barrier Reef’ section of the sources document to complete these questions.Use the ‘Tourism at the Great Barrier Reef’ section of the sources document to complete these questions.


5. Construct a bar graph to represent the class data recorded in the table above.

Bar graph — Class data: What areas/regions have you visited/would you visit at the Great Barrier Reef Marine Park?

Development Water activities Interacting with wildlife

Boating Other0

20

40

60

80

100

120

140

160

_____________________________________________________________

______________________________________________

____

____

____

____

____

____

____

_

Part B: Analysing and interpreting information

1. Analyse your collected information to complete the following statements.

a. of the people surveyed went to the Great Barrier

Reef Marine Park for .

b. The most popular activity selected by the people surveyed was ,

and the least popular activity was .

c. The two most popular natural features of the Great Barrier Reef Marine Park are

and .

2. What area or region of the Great Barrier Reef Marine Park is the most popular amongst the people surveyed? Use data to support your response.



3. How would people and places in this area or region be impacted by tourism? Use information from sources to support your response.

4. Identify trends in the number of visitors from Asia between 2012 and 2016. Draw a line to connect the country name to the correct trend description.

China Small but steady increase in visitor numbers.

Japan Visitor numbers fluctuate (go up and down) but remain fairly steady.

India Steep and consistent increase in visitor numbers.

5. Describe trends in the number of visitors from Europe between 2012 and 2016. An example has been provided.

United Kingdom Steady increase in visitor numbers.

Germany

Scandinavia


Use the ‘International visitor numbers to the Great Barrier Reef Marine Park’ section of the sources document to complete these questions.

Use the ‘International visitor numbers to the Great Barrier Reef Marine Park’ section of the sources document to complete these questions.


6. Interpret data about number of visitors to Tropical North Queensland to identify visitor numbers in 2016.

Number of visitors from China in 2016:

Number of visitors from the United Kingdom in 2016:

7. Analyse the data from 2012 to 2016 to draw conclusions about Australia’s connections with Asian countries compared to European countries.

Part C: Evaluating strategies and proposing action

Consider the following actions relating to tourism at the Great Barrier Reef Marine Park.

Action 1: Restricted areas — only healthy parts of the reef are accessible

Action 2: Number of visitors to the reef should be capped

Action 3 (Optional):


Think back to the inquiry question: How does tourism at the Great Barrier Reef affect people and places?

Think back to the inquiry question: How does tourism at the Great Barrier Reef affect people and places?


1. Describe each action’s positive and negative effects on places and people.

Action 1Restricted areas – only

healthy parts of the reef are accessible

Action 2Number of visitors to

the reef should be capped

Action 3 (Optional)

Positive effects on people and places

Negative effects on people and places



2. Recommend which response you think is the best option.

Restricted areas — only healthy parts of the reef are accessible

Number of visitors to the reef should be capped.

3. Give reasons to support your recommendation.



Year 6 HASS: Unit 4 — Australia’s global connections Name:

Purpose of assessment: To conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?

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

Describe how people, places, communities and environments are globally interconnected and identify the effects of these interconnections over time.

Develop appropriate questions to frame an investigation.Locate and collect useful data and information from primary and secondary sources.Organise and represent data in a range of formats, using appropriate conventions.

Interpret data to identify, describe and compare patterns and trends and evaluate evidence to draw conclusions.Reflect on learning to propose action in response to an issue or challenge and describe the probable effects of their proposal.

Present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, graphing, communication conventions and discipline-specific terms.

Infers global interconnections by connecting multiple factors.

Explores complex concepts through inquiry questions.Organises relevant information and evidence logically to support inquiry.

Evaluates multiple data sets to draw conclusions.Analyses information to justify actions and probable effects.

Justifies ideas, findings and conclusions with detailed sources across various communication forms.

A

Explains how people, places, communities and environments are globally interconnected and the effects of these interconnections over time.

Poses a variety of questions to draw out details.Accurately represents data in a range of formats.

Explains interconnections with references to relevant data. Explains the effects of actions.

Structures their responses using discipline-specific terms to explain interconnection.

B

Describes how people, places, communities and environments are globally interconnected and identifies the effects of these interconnections over time.

Develops appropriate questions to frame an investigation.Locates and collect useful data and information from primary and secondary sources.Organises and represent data in a range of formats, using appropriate conventions.

Interprets data to identify, describe and compare patterns and trends and evaluates evidence to draw conclusions.Reflects on learning to propose action in response to an issue or challenge and describes the probable effects of their proposal.

Presents ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, graphing, communication conventions and discipline-specific terms.

C

Identifies interconnections and some effects.

Poses inquiry questions.Locates and records useful information.Records data in a table.

Uses data to support findings and conclusions.Identifies probable effects of an action.

Uses appropriate terminology and information related to sources. D

Identifies an interconnection. Uses questions to guide inquiry.Records information.

Acknowledges source information.Identifies a view on an issue.

Communicates ideas. E



Feedback:



Australian Curriculum

Prep to Year 6 HASS – Year 6

Year 6 Achievement Standard

By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia's democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.

Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.



Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting (Unit4)

Evaluate evidence to draw conclusions (ACHASSI129) Reflect on learning to propose personal and/or collective action in response to

an issue or challenge, and predict the probable effects (ACHASSI132) Use criteria to make decisions and judgements and consider advantages and

disadvantages of preferring one decision over others (ACHASSI131)

Analysing (Unit 4)

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)

Questioning (Unit 4)

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)

Communicating (Unit 4)

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 (ACHASSI133)

Researching (Unit 4)

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)

Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)

Geography (Unit 4)

Australia's connections with other countries and how these change people and places (ACHASSK141)

The world's cultural diversity, including that of its indigenous peoples (ACHASSK140



Curriculum Priorities - PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with the following: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094) Locate and collect relevant information and data from primary and secondary sources (ACHASSI095) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions

(ACHASSI096) Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

(ACHASSI00) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the possible effects (ACHASSI104) 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)Curriculum working towardsThe teaching and learning in this unit work towards the following: Apply a methodology to locate and collect relevant information and data from a range of primary and secondary sources (ACHASSI153) Analyse primary and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157) Evaluate and synthesise evidence to draw conclusions (ACHASSI159) Collaborate to generate alternatives in responses to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160) Develop and use criteria to make informed decisions and judgements (ACHASSI161) Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic

representations and discipline- specific terms, conventions and concepts (ACHASSI163)



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 Word knowledge Grammar knowledge Visual knowledge

Numeracy Recognising and using patterns and relationships Using spatial reasoning Interpreting statistical information

Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT

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

Personal and social capability Self-management

Intercultural understanding Recognising culture and developing respect

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.

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.


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

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


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 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.SustainabilityStudents 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 http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.

Assessing student learningAssessment name: Australia's global connectionsAssessment description: Students conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 6, students explain the significance of an event/development, an individual and/or group. They identify and describe continuities and changes for different groups in the past and present. They describe the causes and effects of change on society. They compare the experiences of different people in the past. Students describe, compare and explain the diverse characteristics of different places in different locations from local to global scales. They describe how people, places, communities and environments are diverse and globally interconnected and identify the effects of these interconnections over time. Students explain the importance of people, institutions and processes to Australia's democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens. Students recognise why choices about the allocation of resources involve trade-offs. They explain why it is important to be informed when making consumer and financial decisions. They identify the purpose of business and recognise the different ways that businesses choose to provide goods and services. They explain different views on how to respond to an issue or challenge.Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives in the past and present. They interpret data to identify, describe and compare distributions, patterns and trends, and to infer relationships, and evaluate evidence to draw conclusions. Students sequence information about events, the lives of individuals and selected phenomena in chronological order and represent time by creating timelines. They organise and represent data in a range of formats, including large- and small-scale maps, using appropriate conventions. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

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.

FeedbackEstablish 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.



Year 6 Report Card Comment Bank (Unit 4)

Task: Students conducted an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?

A B C D E2H6A2 2H6B2 2H6C2 2H6D2 2H6E2

Unit 4: Australia's global connections {Name} Inferred global interconnections by connecting multiple factors. {She,He} explored complex concepts through inquiry questions. {Name} organised relevant information and evidence logically to support inquiry. {She,He} evaluated multiple data sets to draw conclusions. {Name} analysed information to justify actions and probable effects. {She,He} justified ideas, findings and conclusions with detailed sources across various communication forms.

Unit 4: Australia's global connections {Name} explained how people, places, communities and environments are globally interconnected and the effects of these interconnections over time. {She,He} posed a variety of questions to draw out details. {Name} accurately represents data in a range of formats. {She,He} explained interconnections with references to relevant data. {Name} explained the effects of actions. {She,He} structured their responses using discipline-specific terms to explain interconnection.

Unit 4: Australia's global connections {Name} described how people, places, communities and environments are globally interconnected and identified the effects of these interconnections over time. {She,He} developed questions to frame an investigation. {Name} located, collected, organised and represented data and information. {She,He} reflected on learning to propose action in response to an issue or challenge and described the probable effects of their proposal. {Name} presented ideas, findings, viewpoints and conclusions.

Unit 4: Australia's global connections {Name} identified interconnections and some effects. {She,He} posed inquiry questions.{Name} located and recorded useful information and data in a table. {She,He} used data to support findings and conclusions. {Name} identified probable effects of an action. {She,He} used appropriate terminology and information related to sources.

Unit 4: Australia's global connections {Name} identified an interconnection. {She,He} used questions to guide their inquiry. {Name} recorded information. {She,He} acknowledged source information. {Name} identified a view on an issue and communicated ideas.



HASS Pre-ModerationYear 6: Unit 4 Semester 2 Title: Australia's global connections

Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question/s: What are Australia's global connections between people and places? How do people's connections to places affect their perception of them?

Learning opportunities support students to: conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and

places?

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

identify how Australia's connections with other countries change people and places

recognise the effects that people's connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places

develop appropriate questions to frame an investigation locate and collect useful information from primary and secondary sources organise and represent data in a range of formats, using appropriate

conventions interpret data to identify patterns and trends, and to infer relationships identify different points of view and solutions to an issue reflect on their learning to propose action in response to an issue or challenge

and describe the probable effects of their proposal present ideas, findings, viewpoints and conclusions in a range of

communication forms that incorporate source materials, graphing, communication conventions and discipline-specific terms

Additional Targeted Teaching Priorities*Identified from previous assessment & moderation

Feedback Guide/Assessment OpportunitiesIn this unit this may include:

developing questions to frame an investigation locating and collecting information from secondary sources conducting field work to collect primary data representing information in a range of formats describing how people, places, communities and environments are globally interconnected identifying the effects of these interconnections over time and describing patterns and trends in data evaluating evidence to draw conclusions. propose action in response to an issue or challenge and describe the probable effects of their proposal by

presenting ideas and conclusions incorporating source materials.


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 how people, places, communities and environments are globally interconnected and identifies the effects of these interconnections over time. Develops appropriate questions to frame an investigation.Locates and collects useful data and information from primary and secondary sources.Organises and represents data in a range of formats, using appropriate conventions. Reflects on learning to propose action in response to an issue or challenge and describes the probable effects of their proposal. Presents ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, graphing, communication conventions and discipline-specific terms.

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

Explains how people, places, communities and environments are globally interconnected and the effects of these interconnections over time. Poses a variety of questions to draw out details.Accurately represents data in a range of formats. Explains interconnections with references to relevant data.Explains the effects of actions. Structures their responses using discipline-specific terms to explain interconnection.

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

Infer global interconnections by connecting multiple factors.Explore complex concepts through inquiry questions. Organise relevant information and evidence logically to support inquiry. Evaluate multiple data sets to draw conclusions. Analyse information to justify actions and probable effects..Justify ideas, findings and conclusions with detailed sources across various communication forms.

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 Feedback

Lesson 1

Australia's connections with other countries

Example learning sequence Explore the unit focus Explore the various connections Australia has

with other countriesIdentify factors that shape people's awareness and opinion of places

Evidence of learningCan the student:

Identify examples of ways that countries connect (e.g. via trade, tourism, migration and/or aid)?

Identify factors that shape people's awareness of places?

Lesson 2Trade connections

Example learning sequence Examine how Australia is connected to the

world through trade Represent and interpret trade data to

identify patterns and trends in Australia's trading relationships

Identify how Australia's trade connections change people and places


Identify trade connections between Australia and other countries?

Represent data in a column graph?

Lessons 3-4Tourism connections


world through tourism Interpret data to identify global tourism

patterns and the effects of tourism on changing people and places

Investigate an event that has had an effect on tourism connections

Draw conclusions about the effects of tourism events on people and places

Present ideas and findings about a significant Australian event attracting tourists


Identify significant tourism connections between Australia and other nations?

Analyse and interpret data to identify and describe the influence of significant events of people and places?

Lessons 5-6Migration connections


world through migration and the effects of migration on people and places

Collect primary data about the country of origin of students in the class to identify interconnections

Investigate an event that has had an effect on migration connections

Work in groups to generate responses to the migration challenges in Australia


Identify how migration has changed Australia?

Identify and describe how a significant event changes places and affects people?

Represent the location of places on a map?



Teaching Sequence FeedbackLesson 7Foreign aid connectionsExample learning sequence

Examine how Australia is connected to the world through foreign aid

Interpret information about an event that has had an effect on aid connections

Draw conclusions about the importance of aid connections


Identify how foreign aid connects countries? Describe how significant events change

places and affect people?

Lessons 8-9Pose questions and collect dataExample learning sequence

Practise posing key questions to guide an inquiry

Investigate how to collect and record data Practise posing questions for a questionnaire Collect and organise primary data Locate and collect information from

secondary sources


Pose questions and collect primary data as part of an inquiry?

Locate relevant information for an inquiry using secondary sources?

Lesson 10Represent and interpret data

Example learning sequence Represent data in graphical form Interpret data to identify patterns and trends

in trade between Asia and AustraliaExamine different viewpoints about the effects of trade connections


Construct a graph to represent primary data? Interpret primary data to identify patterns

and draw conclusions?

Lesson 11Evaluate and present proposed action

Example learning sequence Evaluate evidence to propose action in

response to a challenge Present findings and conclusions to the

inquiry


Predict the probable effects of responses to a challenge?

Evaluate the evidence to propose action in response to a challenge?

Lessons 12-16Assessment: Australia's global connectionsExample assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Assessment purposeTo conduct an inquiry to answer the question: How does tourism at the Great Barrier Reef affect people and places?



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

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