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OneSchoolUnit Plan

Name: Unit 3 - HASS Year 5 (V8)Duration: 16 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Communities in colonial Australia (1800s)In this unit, students:

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

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 22

Unit Plan Plan Name: Unit 3 - HASS Year 5 (V8)

Year: 5Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Communities in Colonial Australia (1800s) (Yr 05)Students conduct an inquiry to answer the inquiry question, How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?

Assignment/Project Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Development of colonial communities

Exploring the Australian gold rushes

Resources Attachments Plan Resource Bank

Assessment Assignment/Project - Communities in

Colonial Australia (1800s) (Yr 05)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS - Year 5

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

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

Content Descriptions

Inquiry and skills Knowledge and Understanding

Evaluating and reflecting

Evaluate evidence to draw conclusions (ACHASSI101)

Questioning

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

Communicating

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

Analysing

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

History

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

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

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

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

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




Duration: 16 Weeks

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

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

Researching

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

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




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

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

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

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

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




Duration: 16 Weeks

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

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

Numeracy Using spatial reasoning

Information and communication technology (ICT) capability Investigating with ICT

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

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

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

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 http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/overview and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/in-the-learning-areas.

Assessing student learning




Duration: 16 Weeks

Assessment name: Communities in colonial Australia (1800s)Assessment description: Students conduct an inquiry to answer the inquiry question, How and why did the lives of the people in the Australian colonies change or stay the same because of the gold rush?In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline- specific terms and appropriate conventions.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

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




Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

7 Lessons Development of colonial communities Lessons 1-2: Establishing secondary colonial settlements Lesson 3: Colonial penal settlements in Van Diemen's Land Lesson 4: Aboriginal peoples of Van Diemen's Land Lessons 5-6: Reasons for inland exploration Lesson 7: Impacts of inland exploration

9 Lessons Exploring the Australian gold rushes Lessons 8-9: The Australian gold rushes Lesson 10: Viewpoints about the Australian gold rushes Lessons 11-12: Assessment Parts A and B Lessons 13-14: Assessment Part B (continued) and Part C Lessons 15-16: Assessment Part D

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Development of colonial communities Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: develop questions for an investigation locate and collect information from a range of sources to answer questions examine sources to determine their purpose and to identify different viewpoints describe the significance of events/developments in bringing about change

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lessons 1-2

Establishing secondary colonial settlements

Lesson objectivesStudents will:

Understand the reasons for establishing secondary colonies in Australia after 1800.

Understand where, when and why secondary colonial settlements were established in Australia.

Evidence of learningCan the student:

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

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

Example learning sequence Explore the unit focus Examine the reasons for establishing secondary colonial

settlements in Australia after 1800 Explore the location of secondary settlements and colonies Locate information in sources to identify a chronology for the

establishment of secondary settlements and colonies

Resources Slideshow (with script) - Colonial settlements in Australia Sheet - Social, political and economic reasons for establishing secondary colonial

settlements Sheet - Examining secondary colonial settlements and colonies Sheet - Secondary colonial settlements: Sources Supporting learning resource - Examining secondary colonial settlements and

colonies (Answers) Supporting learning resource - Secondary colonial settlements Supporting learning resource - HASS Year 5 Unit 3 Glossary

Attachments Lesson plan

Lesson 3

Colonial penal settlements in Van Diemen's Land


Understand the reasons for establishing secondary colonial penal settlements in Van Diemen's Land.

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

Resources Sheet - Van Diemen's Land: Sources Sheet - Sources: Changes to the environment of Van Diemen's Land Sheet - Change in Van Diemen's Land: Cause and effect Supporting learning resource - Colonial penal settlements in Van Diemen’s Land




Duration: 16 Weeks

Teaching Sequence






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

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

Example learning sequence Examine the history of Van Diemen's Land prior to the

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

Government wanted to establish settlements in Van Diemen's Land Infer cause-and-effect relationships about environmental change

in Van Diemen's Land after the establishment of secondary colonial settlements


Lesson 4

Aboriginal peoples of Van Diemen's Land


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


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

Example learning sequence Examine the effects of European settlement on the Aboriginal

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

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow (with script) - Effects of colonial settlements in Van Diemen’s Land on Aboriginal peoples

Sheet - Effects of colonisation of Van Diemen's Land on Aboriginal peoples Sheet - Illustrated paragraph Supporting learning resource - Effects of colonial settlement on the Aboriginal

peoples of Van Diemen’s Land





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcessettlements on Aboriginal peoples

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

Lessons 5-6

Reasons for inland exploration


Understand key events and developments that brought about change in colonial Australia during the 1800s.

Understand the key reasons why inland exploration occurred during the early to mid-1800s in colonial Australia.


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

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

Example learning sequence Sequence key events and developments that shaped the colonial

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

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

in colonial Australia during the 1800s

Resources Slideshow (with script) - Key events and developments in colonial Australia Sheet - Timeline: Events and developments in colonial Australia Slideshow (with script) - Inland exploration in colonial Australia 1 Slideshow (with script) - Inland exploration in colonial Australia 2 Sheet - Social, political and economic reasons for inland exploration

Helpful information Supporting learning resource - Reasons for inland exploration of Australia

https://learningplace.eq.edu.au/cx/resources/items/367f6a39-5854-4af8-b803-4c1661dfde82/0/HASS_Y05_U3_SLR_ReasInlandExplor.docx

Video - Peach's explorers - The prison walls, 1984: The great unknown (TLF R8793) https://learningplace.eq.edu.au/cx/resources/items/08e947c7-9330-54cc-e7f2-826abfaac76d/0/ViewIMS.jsp

Video - Peach's explorers - The prison walls, 1984: The last big push (TLF R8796) https://learningplace.eq.edu.au/cx/resources/items/59950ba1-7a6b-43cb-1a65-47fc2fafb5ca/0/ViewIMS.jsp


Lesson 7

Impacts of inland exploration


Understand the impacts that inland exploration had on colonial Australia during the 1800s.

Resources Slideshow (with script) - Impacts of inland expeditions on colonial Australia Sheet - Cause-and-effect flowchart examples: Inland exploration Sheet - Inland expeditions: Causes and effects of change Sheet - Inland explorers and their expeditions




Duration: 16 Weeks

Teaching Sequence






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

Example learning sequence Examine changes brought about by selected inland expeditions in

colonial Australia Interpret sources to infer cause-and-effect relationships between

inland expeditions and the development of colonial Australia Evaluate evidence to draw conclusions about the significance of

inland expeditions on shaping Australia





Duration: 16 Weeks

Teaching Sequence

Topic Exploring the Australian gold rushes Topic Duration 9 Lessons

Overview Throughout this lesson series, students will: identify the causes and effects of change on particular communities sequence information about events and the lives of individuals in chronological order using timelines describe the experiences of different people in the past present ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.



Lessons 8-9

The Australian gold rushes


Understand selected events and developments that led to the Australian gold rushes during the 1800s.

Understand the social and economic impacts of the gold rushes on colonial Australia.

Understand the significance of the gold rushes in bring about change to colonial Australia.


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

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

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

Example learning sequence Examine events and developments in colonial Australia that led to

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

rushes on colonial Australia Locate and interpret information in sources about the social and

economic effects of the gold rushes on colonial Australia Sequence information on a timeline about events during the gold

rushes that brought change to colonial Australia Interpret a map to identify patterns of development during the gold

rushes

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow - Welcome nugget Slideshow (with script) - People on the Australian goldfields Sheet - The Australian gold rushes: Early events and developments Sheet - Australian gold rushes timeline Sheet - Australian gold rushes: Sources Sheet - Locations of Australian gold discoveries and towns Sheet - Inquiry: The Australian gold rushes Supporting learning resource - The Australian gold rushes


Lesson 10 Lesson objectives Resources




Duration: 16 Weeks

Teaching Sequence





Viewpoints about the Australian gold rushes

Students will: Understand how to identify points of view about the effects of the

gold rushes on colonial Australia.Evidence of learningCan the student:

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

Example learning sequence Examine the importance of the origin and purpose of a source Examine viewpoints about the significance of the gold rushes in

bringing about change to the Australian colonies Present findings about the impacts of the gold rushes on

developing colonial Australia

Slideshow (with script) - Perspective, point of view, origin and purpose Sheet - Identifying points of view, origin and purpose in sources Sheet - Inquiry: The Australian gold rushes Sheet - Origin and purpose in sources Supporting learning resource - Viewpoints about the Australian gold rushes


Lessons 11-12

Assessment Parts A and B

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

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

standards A-E Conduct the assessment

Resources Assessment task - Communities in colonial Australia (1800s) Assessment task - Communities in colonial Australia (1800s): Sources Assessment task - Communities in colonial Australia (1800s): Model response Assessment task - Communities in colonial Australia (1800s): Teaching notes


Lessons 13-14

Assessment Part B

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

Resources Assessment task - Communities in colonial Australia (1800s) Assessment task - Communities in colonial Australia (1800s): Sources Assessment task - Communities in colonial Australia (1800s): Model response




Duration: 16 Weeks

Teaching Sequence





(continued) and Part C

Example assessment sequence Understand the assessment Review the Guide to making judgments and understand the


Assessment task - Communities in colonial Australia (1800s): Teaching notes


Lessons 15-16

Assessment Part D

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

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


Resources Assessment task - Communities in colonial Australia (1800s) Assessment task - Communities in colonial Australia (1800s): Sources Assessment task - Communities in colonial Australia (1800s): Model response Assessment task - Communities in colonial Australia (1800s): Teaching notes





Duration: 16 Weeks

ResourcesUnit Plan Section Resource Attachments*

Sequence - Development of colonial communities

Lesson plan - HASS_Y05_U3_LP01-02.docx

Lesson plan - HASS_Y05_U3_LP03.docx




Sequence - Exploring the Australian gold rushes






Sequence Sheet - Australian gold rushes timeline

Sheet - Australian gold rushes: Sources

Sheet - Cause-and-effect flowchart examples: Inland exploration

Sheet - Change in Van Diemen's Land: Cause and effect

Sheet - Effects of colonisation of Van Diemen's Land on Aboriginal peoples

Sheet - Examining secondary colonial settlements and colonies Sheet - Identifying points of view, origin and purpose in sources




Duration: 16 Weeks

Unit Plan Section Resource Attachments*

Sheet - Illustrated paragraph

Sheet - Inland expeditions: Causes and effects of change

Sheet - Inland explorers and their expeditions

Sheet - Inquiry: The Australian gold rushes

Sheet - Locations of Australian gold discoveries and towns

Sheet - Origin and purpose in sources

Sheet - Secondary colonial settlements: Sources

Sheet - Social, political and economic reasons for establishing secondary colonial settlements

Sheet - Social, political and economic reasons for inland exploration

Sheet - Sources: Changes to the environment of Van Diemen's Land

Sheet - The Australian gold rushes: Early events and developments

Sheet - Timeline: Events and developments in colonial Australia

Sheet - Van Diemen's Land: Sources

Slideshow - Welcome nugget

Slideshow (with script) - Colonial settlements in Australia Slideshow (with script) - Effects of colonial settlements in Van Diemen’s Land on Aboriginal peoples




Duration: 16 Weeks


Slideshow (with script) - Impacts of inland expeditions on colonial Australia

Slideshow (with script) - Inland exploration in colonial Australia 1

Slideshow (with script) - Inland exploration in colonial Australia 2

Slideshow (with script) - Key events and developments in colonial Australia

Slideshow (with script) - People on the Australian goldfields

Slideshow (with script) - Perspective, point of view, origin and purpose

Supporting learning resource - Colonial penal settlements in Van Diemen's Land

Supporting learning resource - Effects of colonial settlement on the Aboriginal peoples of Van Diemen’s Land

Supporting learning resource - Examining secondary colonial settlements and colonies (Answers)

Supporting learning resource - HASS Year 5 Unit 3 Glossary Supporting learning resource - Reasons for inland exploration of Australiahttps://learningplace.eq.edu.au/cx/resources/items/367f6a39-5854-4af8-b803-4c1661dfde82/0/HASS_Y05_U3_SLR_ReasInlandExplor.docx

Supporting learning resource - Secondary colonial settlements

Supporting learning resource - The Australian gold rushes

Supporting learning resource - Viewpoints about the Australian gold rushes Video - Peach's explorers - The prison walls, 1984: The great unknown (TLF R8793) https://learningplace.eq.edu.au/cx/resources/items/08e947c7-9330-54cc-e7f2-826abfaac76d/0/ViewIMS.jsp

Video - Peach's explorers - The prison walls, 1984: The last big push (TLF R8796) https://learningplace.eq.edu.au/cx/resources/items/59950ba1-7a6b-43cb-1a65-47fc2fafb5ca/0/ViewIMS.jsp

Assessment Planner - Communities in Colonial Australia (1800s)

Assessment task - HASS_Y05_U3_AT_CmmColAust1800.docx Assessment task - HASS_Y05_U3_AT_CommColAustSrcs.docx




Duration: 16 Weeks


Assessment task - HASS_Y05_U3_AT_MR_CmmColAust1800.docx

Assessment task - HASS_Y05_U3_AT_TN_CmmColAust1800.docx

Assessment Assessment task - Communities in colonial Australia (1800s)

Assessment task - Communities in colonial Australia (1800s): Model response

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

Assessment task - Communities in colonial Australia (1800s): Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Communities in Colonial Australia (1800s) (Yr 05)Type Assignment/Project

Date

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

Learning Area Humanities and Social Sciences

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

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

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

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

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

A ◄

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

◄

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

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

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

B ◄

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

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

◄

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

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

C ◄ Describes the significance of people and events in bringing about change.Identifies the causes and effects of

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

◄ Examines sources to determine their purpose and to identify viewpoints.Sequences information about events and the lives of individuals in

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




Duration: 16 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Communities in Colonial Australia (1800s) (Yr 05)Type Assignment/Project

Date

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

Learning Area Humanities and Social Sciences

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

change on particular communities.Describes an aspect of the past that has remained the same.Describes the experiences of different people in the past.

questions. chronological order using timelines.

D ◄

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

◄Poses questions.Locates and collects information from a source.

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

◄ Presents their ideas with some reference to supporting evidence.

E ◄Lists key people or events.Recalls familiar experiences.

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

◄ Describe the purpose of a source using familiar terms.

◄ Communicates ideas relating to the inquiry focus.




Duration: 16 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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