pialbastateschool.files.wordpress.com€¦ · web viewunit plan . participating in australian...

OneSchoolUnit Plan

Name: Unit 4 - HASS Year 5 (V8)Duration: 16 Weeks

Year Level: Year 5

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

Participating in Australian communitiesIn this unit, students will explore the following key inquiry question:

How have people enacted their values and perceptions about their community, other people and places, past and present?

Learning opportunities support students to:

investigate the key values of Australia's liberal democratic system of government, particularly the values of freedom, equality, fairness and justice identify significant past developments, events, individuals and groups that impacted on the development of law and democracy in Australia, particularly the Eureka

Stockade and Peter Lalor explore representative democracy and voting processes in Australia investigate how students enact democratic values and processes through participating in school elections generate alternative responses to a democratic issue and propose action by describing the positive and negative effects present ideas about proposed actions in response to a democratic issue.

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 23

Unit Plan Plan Name: Unit 4 - HASS Year 5 (V8)

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

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Participating in Australian communities (Yr 05)Students investigate democratic values and processes in the school community.

Collection of Work Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Identifying values Responding to an issue Planning for action

Resources Attachments Plan Resource Bank

Assessment Collection of Work - Participating in

Australian communities (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) Reflect on learning to propose personal and/or collective action in response

to an issue or challenge, and predict the probable effects (ACHASSI104) Use criteria to make decisions and judgements and consider advantages

and disadvantages of preferring one decision over others (ACHASSI103) Work in groups to generate responses to issues and challenges

(ACHASSI102)

Questioning

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

History

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

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

Civics and citizenship

How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

The key features of the electoral process in Australia (ACHASSK116) The key values that underpin Australia's democracy (ACHASSK115)

Communicating




Duration: 16 Weeks

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)

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:

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Draw simple conclusions based on analysis of information and data (ACHASSI079) Interact with others with respect to share points of view (ACHASSI080) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081) 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:

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127) Evaluate evidence to draw conclusions (ACHASSI129) Work in groups to generate responses to issues and challenges (ACHASSI130) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable side effects (ACHASSI132) 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 Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-management Social management

Ethical understanding Reasoning in decision making and actions Exploring values, rights and responsibilities

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

Assessing student learningAssessment name: Participating in Australian communitiesAssessment description: Students investigate democratic values and processes in the school community.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 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




Duration: 16 Weeks

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. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Feedback to StudentsEstablish 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

6 Lessons Identifying values Lesson 1: Exploring democracy Lessons 2-3: Causes and effects of the Eureka Stockade Lesson 4: Significance of Peter Lalor Lessons 5-6: Democratic values influence citizens

3 Lessons Responding to an issue Lesson 7: Key features of Australia's electoral process Lesson 8: Steps in the electoral processes Lesson 9: Comparing electoral processes

7 Lessons Planning for action Lesson 10: Role of representatives Lesson 11: Student representatives Lesson 12: Assessment checkpoint: Part A Lesson 13: Nominating for election Lesson 14: Campaign action Lessons 15-16: Assessment checkpoint: Part B and Part C

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic Identifying values Topic Duration 6 Lessons

Overview Throughout this lesson series, students will: explore the values that guide Australia's democracy and the influence on government and society investigate historical events and developments and significant figures to identify key political effects on the development of democracy in Australian examine democratic values displayed by a significant historical figure in Australia's colonial past identify and explain the importance of democratic values in influencing the behaviours and actions of Australian citizens today.

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

Lesson 1

Exploring democracy

Lesson objectivesStudents will:

Understand the influence of democracy and key values on Australia's government and society.

Evidence of learningCan the student:

Identify the values that guide Australia's democracy and the influence on government and society?

Example learning sequence Explore the unit focus Examine how democracy and key values guide Australia's system

of government and its society Organise information to identify the values and features that guide

Australia's democracy

Resources Supporting learning resource - HASS Year 5 Unit 4 Glossary Slideshow - Exploring democracy Sheet - Terms describing Australia's democratic system of government Sheet - Identifying the values and features of democratic and non- democratic

systems of government

Attachments Lesson plan

Lessons 2-3

Causes and effects of the Eureka Stockade


Understand how and why a historical event from Australia's colonial past influenced the development of Australian democracy.


Identify the key political effects of the Australian gold rushes? Draw conclusions about the significance of the Eureka Stockade

in the development of Australian democracy?Example learning sequence

Revise learning about values and features that guide Australia's democracy

Resources Slideshow (with script) - Political effects of events and developments during the

Australian gold rushes Sheet - Eureka Stockade cards Sheet - Viewpoints from the past: The Eureka Stockade Supporting learning resource - The Eureka Stockade Sheet - Australian gold rushes: Sources for political effects Sheet - Investigating the political effects of the Eureka Stockade





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Examine a historical event from Australia's colonial past that had

significant effects on the development of Australia's democracy Collect information from sources about the political effects of the

Eureka Stockade Evaluate evidence to draw conclusions about the significance of

the Eureka Stockade to the development of Australian democracy

Lesson 4

Significance of Peter Lalor


Understand how people in the past enacted their values and perceptions about democracy.


Identify which democratic values were displayed in Peter Lalor's actions at Eureka?

Example learning sequence Examine the role of Peter Lalor in the events of the Eureka

Stockade Interpret sources to identify the values displayed in the behaviours

and actions of Peter Lalor on the goldfields Draw conclusions about significance of Peter Lalor and the Eureka

Stockade to Australian democracy

Resources Slideshow (with script) - Political effects of events and developments during the

Australian gold rushes Sheet - Values displayed by Peter Lalor during the Eureka Stockade Supporting learning resource - The Eureka Stockade


Lessons 5-6

Democratic values influence citizens


Understand how key values in Australia's democracy influence personal behaviours and actions.


Resources Slideshow - Key values in Australia's democracy Sheet - Key values in Australia's democracy Sheet - The values of Australian democracy influence its citizens Sheet - Comparing key values in Australia's democracy with values important to the

school community




Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Explain the importance of democratic values in influencing the

behaviours and actions of citizens?Example learning sequence

Examine the key values of Australian democracy and how these influence the behaviours and actions of citizens

Collect information from school sources to identify values important to the school community

Compare key values in Australia's democracy with important school values

Share ideas with others about how key values influence the actions of people

Helpful information Website - World of values (Australian Government Department of Education,

Employment and Workplace Relations, Values Education Project) http://www.worldofvalues.edu.au/future_makers/tuning_in/i_think-_thats_not_fair.html?play_movie=true (Access Code: AtvKRqfQ)

Website - A game of honesty and lies (Australian Government Department of Education, Employment and Workplace Relations, Values Education Project) http://www.curriculum.edu.au/verve/_resources/Currprim_Game_of_honesty_and_lies.pdf





Duration: 16 Weeks

Teaching Sequence

Topic Responding to an issue Topic Duration 3 Lessons

Overview Throughout this lesson series, students will: examine key features of Australia's electoral process, including the importance of an open, fair and free electoral process within Australian communities identify and describe what is involved in each step of the electoral process draw conclusions about similarities and differences between the Australian electoral process and the election of school leaders.



Lesson 7

Key features of Australia's electoral process


Understand the importance and role of voting in open, free and fair elections in Australia.


Explain the importance of an open, fair and free electoral process within Australian communities?

Example learning sequence Examine how key features of the Australian electoral process lead

to open, free and fair elections Define key terms related to Australia's democratic system of

government Organise information to categorise the rights and responsibilities

of voters Evaluate evidence to draw conclusions about the importance of

open, free and fair elections

Resources Slideshow - Key features of the electoral process: Direct open, free and fair

elections Sheet - Rights and responsibilities of voters Sheet - Participating in open, free and fair elections

Helpful information Website - Practise voting - House of Representatives (Australian Electoral

Commission) http://www.aec.gov.au/Voting/How_to_vote/practice/practice-house-of-reps.htm Website - Democracy rules: Counting your vote (Australian Electoral Commission)

http://education.aec.gov.au/democracy-rules/interactives/counting-your-vote/ Website - Democracy rules: History of voting (Australian Electoral Commission)

http://education.aec.gov.au/democracy-rules/interactives/history-of-voting/


Lesson 8

Steps in the electoral processes


Understand the key stages of the Australian electoral process.Evidence of learningCan the student:

Describe what is involved in each step of the electoral process?Example learning sequence

Examine what is involved in each of the eight key steps in the electoral process

Sequence information to show the eight steps in the Australian

Resources Slideshow - Steps in Australia's electoral process Sheet - Steps in Australia's electoral process: What am I?




http://education.aec.gov.au/democracy-rules/interactives/history-of-voting/ Website - Democracy rules: The history of voting game (Australian Electoral




Duration: 16 Weeks

Teaching Sequence

Topic Responding to an issue Topic Duration 3 Lessons

Overview Throughout this lesson series, students will: examine key features of Australia's electoral process, including the importance of an open, fair and free electoral process within Australian communities identify and describe what is involved in each step of the electoral process draw conclusions about similarities and differences between the Australian electoral process and the election of school leaders.


Lessons Teaching and Learning Sequence Resourceselectoral process

Work in groups to identify what happens in each step of the Australian electoral process

Commission) http://education.aec.gov.au/democracy-rules/interactives/history-game/ Website - Democracy rules: Voting tool (Australian Electoral Commission)

http://education.aec.gov.au/democracy-rules/interactives/voting-tool/ Website - Get voting: 1. Get started (Australian Electoral Commission)

http://education.aec.gov.au/getvoting/content/step-one.html


Lesson 9

Comparing electoral processes


Understand the process used by the school to elect its school leaders.


Identify similarities and differences between the Australian electoral process and the election of school leaders?

Example learning sequence Examine the importance of the electoral process within local

contexts such as schools Compare the similarities and differences between the Australian

electoral process and the election of school leaders Present ideas on how the school's electoral process could be

improved

Resources Sheet - Comparing the Australian electoral process with school election processes




http://education.aec.gov.au/democracy-rules/interactives/history-of-voting/ Website - Democracy rules: The history of voting game (Australian Electoral

Commission) http://education.aec.gov.au/democracy-rules/interactives/history-game/ Website - Democracy rules: Voting tool (Australian Electoral Commission)

http://education.aec.gov.au/democracy-rules/interactives/voting-tool/ Website - Get voting: 1. Get started (Australian Electoral Commission)

http://education.aec.gov.au/getvoting/content/step-one.html





Duration: 16 Weeks

Teaching Sequence

Topic Planning for action Topic Duration 7 Lessons

Overview Throughout this lesson series, students will: examine the roles and responsibilities of representatives in the electoral process explain the roles and responsibilities of school leaders identify the features of a candidate nomination explain the key features of the campaign process generate possible solutions to campaign issues use a decision-making process to evaluate and propose action.



Lesson 10

Role of representatives


Understand the roles and responsibilities of representatives in Australia's democracy.


Explain the roles and responsibilities of representatives in the electoral process?

Example learning sequence Locate relevant information from sources about the characteristics

and values of former parliamentary representatives Evaluate the evidence to draw conclusions about the desirable

values and actions of parliamentary representatives

Resources Slideshow - Identifying overgeneralised statements in relation to civics and

citizenship issues Sheet - Identifying overgeneralised statements Sheet - Characteristics and values of former parliamentary representatives

Helpful information Website - Kidsview: One voice for many (Parliamentary Education Office)

http://www.peo.gov.au/learning/kidsview.html Website - Current federal electoral divisions (Australian Electoral Commission)

http://www.aec.gov.au/profiles/ Website - Gallery of Australian biographies (Education Services Australia)

http://www.civicsandcitizenship.edu.au/cce/gallery_of_australian_biographies,14538.html Website - Take a vote: Democracy (TLF L1032)

https://learningplace.eq.edu.au/cx/resources/items/f013de62-f9d1-6f11-cca7-29dbd21213dc/0/ViewIMS.jsp

Website - Representation: Activity 1 (Education Services Australia) http://www.civicsandcitizenship.edu.au/cce/representation_activity_1,24363.html

Video - Becoming a candidate (ABC, Behind the news) http://www.abc.net.au/btn/story/s3825536.htm

Video - Democratic elections (ABC, Behind the news) http://www.abc.net.au/btn/story/s2600931.htm

Video - Election campaign (ABC, Behind the news) http://www.abc.net.au/btn/story/s3820118.htm





Duration: 16 Weeks

Teaching Sequence





Lesson 11

Student representatives


Understand the roles and responsibilities of a student representative.


Explain the roles and responsibilities of a school leader?Example learning sequence

Work in groups to examine the valued characteristics of a student representative

Collect and interpret information from a survey to identify different points of view about the desirable characteristics of a school representative

Present ideas about the valued characteristics of a student representative

Resources Sheet - Identifying overgeneralised statements Sheet - Representatives and electors within the school community Slideshow - Key values in Australia's democracy


Lesson 12

Assessment checkpoint: Part A

Assessment purposeTo investigate democratic values and processes in the school community.Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Participating in Australian communities Assessment task - Participating in Australian communities: Model response Assessment task - Participating in Australian communities: Teaching notes


Lesson 13 Lesson objectivesStudents will:

Resources Sheet - Nominating for election




Duration: 16 Weeks

Teaching Sequence





Nominating for election

Understand the process of nominating as a candidate in an election.


Identify the features of a candidate nomination? Explain the key features of the campaign process?

Example learning sequence Examine the language features and structure of an exemplar

nomination form Present ideas and viewpoints to identify the values and actions of

a model student representative Examine campaign advertising materials to determine the origin

and purpose

Supporting learning resource - Nominating for election (Answers) Sheet - Student nomination for school leadership positions Sheet - Campaigning for school leadership

Helpful information Video - Becoming a candidate (ABC, Behind the news)

http://www.abc.net.au/btn/story/s3825536.htm Video - Election campaign (ABC, Behind the news)

http://www.abc.net.au/btn/story/s3820118.htm


Lesson 14

Campaign action


Understand how to generate solutions and plan for action as part of a campaign strategy.


Generate possible solutions to campaign issues? Use a decision-making process to evaluate and propose action?

Example learning sequence Work in groups to generate alternative responses to an identified

issue as part of a campaign Use criteria to make decisions about a solution to the issue by

Resources Sheet - Campaign action

Helpful information Video - Election campaign (ABC, Behind the news)

http://www.abc.net.au/btn/story/s3820118.htm





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resourcespredicting the probable effects

Present findings about the proposed collective action in response to the campaign issue

Generate responses to other school-based issues in preparation for the assessment task

Lessons 15-16

Assessment checkpoint: Part B and Part C

Assessment purposeTo investigate democratic values and processes in the school community.Example assessment sequence

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

standards A-E Conduct the assessment

Resources Assessment task - Participating in Australian communities Assessment task - Participating in Australian communities: Model response Assessment task - Participating in Australian communities: Teaching notes





Duration: 16 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Identifying values Lesson plan - HASS_Y05_U4_LP01.docx

Lesson plan - HASS_Y05_U4_LP02-03.docx

Lesson plan - HASS_Y05_U4_LP04.docx


Sequence - Responding to an issue Lesson plan - HASS_Y05_U4_LP07.docx



Sequence - Planning for action Lesson plan - HASS_Y05_U4_LP10.docx






Sequence Sheet - Australian gold rushes: Sources for political effects

Sheet - Campaign action Sheet - Campaigning for school leadership




Duration: 16 Weeks


Sheet - Characteristics and values of former parliamentary representatives

Sheet - Comparing key values in Australia's democracy with values important to the school community

Sheet - Comparing the Australian electoral process with school election processes

Sheet - Eureka Stockade cards

Sheet - Identifying overgeneralised statements

Sheet - Identifying the values and features of democratic and non-democratic systems of government

Sheet - Investigating the political effects of the Eureka Stockade

Sheet - Key values in Australia's democracy

Sheet - Nominating for election

Sheet - Participating in open, free and fair elections

Sheet - Representatives and electors within the school community

Sheet - Rights and responsibilities of voters

Sheet - Steps in Australia's electoral process: What am I?

Sheet - Student nomination for school leadership positions

Sheet - Terms describing Australia's democratic system of government

Sheet - The values of Australian democracy influence its citizens

Sheet - Values displayed by Peter Lalor during the Eureka Stockade Sheet - Viewpoints from the past: The Eureka Stockade




Duration: 16 Weeks


Slideshow - Exploring democracy

Slideshow - Identifying overgeneralised statements in relation to civics and citizenship issues

Slideshow - Key features of the electoral process: Direct open, free and fair elections

Slideshow - Key values in Australia's democracy

Slideshow - Steps in Australia's electoral process

Slideshow (with script) - Political effects of events and developments during the Australian gold rushes

Supporting learning resource - HASS Year 5 Unit 4 Glossary

Supporting learning resource - Nominating for election (Answers)

Supporting learning resource - The Eureka Stockade

Video - Becoming a candidate (ABC, Behind the news) http://www.abc.net.au/btn/story/s3825536.htm

Video - Democratic elections (ABC, Behind the news) http://www.abc.net.au/btn/story/s2600931.htm

Video - Election campaign (ABC, Behind the news) http://www.abc.net.au/btn/story/s3820118.htm

Website - A game of honesty and lies (Australian Government Department of Education, Employment and Workplace Relations, Values Education Project) http://www.curriculum.edu.au/verve/_resources/Currprim_Game_of_honesty_and_lies.pdf

Website - Current federal electoral divisions (Australian Electoral Commission) http://www.aec.gov.au/profiles/

Website - Democracy rules: Counting your vote (Australian Electoral Commission)http://education.aec.gov.au/democracy-rules/interactives/counting-your-vote/

Website - Democracy rules: History of voting (Australian Electoral Commission)http://education.aec.gov.au/democracy-rules/interactives/history-of-voting/

Website - Democracy rules: The history of voting game (Australian Electoral Commission)http://education.aec.gov.au/democracy-rules/interactives/history-game/




Duration: 16 Weeks


Website - Democracy rules: Voting tool (Australian Electoral Commission)http://education.aec.gov.au/democracy-rules/interactives/voting-tool/

Website - Gallery of Australian biographies (Education Services Australia)http://www.civicsandcitizenship.edu.au/cce/gallery_of_australian_biographies,14538.html

Website - Get voting: 1. Get started (Australian Electoral Commission) http://education.aec.gov.au/getvoting/content/step-one.html

Website - Kidsview: One voice for many (Parliamentary Education Office) http://www.peo.gov.au/learning/kidsview.html

Website - Practise voting - House of Representatives (Australian Electoral Commission)http://www.aec.gov.au/Voting/How_to_vote/practice/practice-house-of-reps.htm

Website - Representation: Activity 1 (Education Services Australia) http://www.civicsandcitizenship.edu.au/cce/representation_activity_1,24363.html

Website - Take a vote: Democracy (TLF L1032)https://learningplace.eq.edu.au/cx/resources/items/f013de62-f9d1-6f11-cca7-29dbd21213dc/0/ViewIMS.jsp

Website - World of values (Australian Government Department of Education, Employment and Workplace Relations, Values Education Project) http://www.worldofvalues.edu.au/future_makers/tuning_in/i_think-_thats_not_fair.html? play_movie=true (Access Code: AtvKRqfQ)

Assessment Planner - Participating in Australian communities

Assessment task - HASS_Y05_U4_AT_PartcpAustComm.docx

Assessment task - HASS_Y05_U4_AT_MR_PartcpAustComm.docx

Assessment task - HASS_Y05_U4_AT_TN_PartcpAustComm.docx

Assessment Assessment task - Participating in Australian communities

Assessment task - Participating in Australian communities: Model response

Assessment task - Participating in Australian communities: Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Participating in Australian communities (Yr 05)Type Collection of Work

Date

Description Students investigate democratic values and processes in the school community.

Learning Area Humanities and Social Sciences

Knowledge and Understanding Analysing, evaluating and reflecting Communicating

Identify the importance of values and processes to Australia's democracy.

Describe different views on how to respond to an issue or challenge.Work with others to generate alternative responses to an issue or challenge.

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

A ◄ Uses detailed examples to justify the importance of values and processes. ◄

Connects multiple factors to explain viewpoints.Infers how alternative responses can persuade others into action.

◄ Organises ideas and conclusions consistently across a range of communication forms.

B ◄ Explains the importance of values and processes. ◄

Explains viewpoints by predicting outcomes.Generates alternative responses providing details of effects.

◄ Structures responses in a logical order using discipline-specific terms.

C ◄ Identifies the importance of values and processes to Australia's democracy. ◄

Describes different views on how to respond to an issue or challenge.Works with others to generate alternative responses to an issue or challenge.

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

D ◄ Gives examples of values and processes. ◄Identifies different views on responding to an issue.Suggests a response to an issue.

◄ Provides information in response to familiar contexts.

E ◄ States an example. ◄Identifies a view on an issue.Lists issues.

◄ Communicates information and preferences.




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


pialbastateschool.files.wordpress.com€¦ · web viewunit plan . participating in australian...

Documents