Historical questions and research Pose a of questions about the past Literacy Critical and creative thinking Identify sources Critical and creative thinking Analysis and use of sources Locate relevant information from sources provided Literacy Information and communication technology capability Critical and creative thinking Perspectives and interpretations Identify different points of view Literacy Intercultural understanding Personal and social capability Critical and creative thinking Aboriginal and Torres Strait Islander histories and cultures Explanation and communication Develop texts, particularly narratives /diary entries Literacy Use a range of communication forms (oral, graphic, written) and digital technologies Assessment as Learning: In order to gather information on students’ perceptions about their strengths and weaknesses in relation to the task, invite them to annotate a copy of their criteria sheet (teachers and students determine a process for recording and sharing that suits their resources and routines). Annotations made can be dated and the copy of the criteria sheet used several times for self- and peer assessment. Assessment for Learning: Initial symbolic representation of key Australian celebrations/days – title page Anecdotal notes, Observations, Workbook Title page Assessment of Learning: Digital technology – Choice of Weebly, Wiki, Blog etc DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting Lesson 1 Introduce the students to the unit topic: Days and weeks celebrated or commemorated in Australia [Australia Day, ANZAC Day, NAIDOC week and National Sorry Day] and the importance of symbols and emblems. Activity 1: My perfect match Prepare a list of relevant terms, names, events and so on listing each on a separate card. Also make another set of cards with matching explanations, definitions and so on. Distribute cards randomly (making sure that each student has one card and that another student in the room has the matching card) and invite students to find their partners with matching cards. Students with matched pairs then must be able to justify to the whole group why their cards are a match. As a further challenge activity invite the group to work collaboratively to ensure everyone has a correct match. You may add another card that has the calendar date of the event. Activity 2: Initial symbolic representation of key Australian celebrations/days – title page Activity 3: Prayer- light candle and play the following You tube clip; Student Resources: Art materials Teacher Resources: My Perfect Match Cards Card 1 April 1915 Card 2 Arriving at Cove Gallipoli Card 3 Pine tree (representing Lone Pine) Candle Anecdotal notes/Observations – My Perfect Match Workbook Title page Consider the following when developing an inclusive strategy.
REFLECTION Week 1 2 3 4 5 6 7 8 9 10 SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting Activity1: Learning from stimulus material ‘Memorial’ Written by Gary Crew Illustrations Shaun Tan 1999 ISBN 0 85091 983 5. Provide stimulus material to students related to the inquiry. Beyond the use of stimulus in hard copy, upload sources such as podcasts, documents and/or videos to the class wiki / weebly etc with: —a general question, ‘How does this material provide information you are looking for?’ —specific questions related to the investigation ‘Should all Australians have the day off on ANZAC Day? Would ANZACs be forgotten if we didn’t have a public holiday on ANZAC Day?’ —an invitation to students to pose questions on their personal Wiki/Weebly/Blog in the next session… Student Resources: Copy of the Assessment Task Sheet Copy of the Criteria Sheet Teacher Resources: ‘Memorial’ Written by Gary Crew Illustrations Shaun Tan 1999 ISBN 0 85091 983 5. Observation/anecdotal notation/checklist – Weebly/Wiki/Blog Questions for individual Wiki/Weebly/Blog (Criteria 4)
History Criteria Sheet Year 3 (Term 4) A B C D E The digital reflection of student work has the following characteristics: Understanding Reasoned explanations of: how and why life changed in the past aspects of the past that remained the same the significance of events in bringing about change and their connection to the present Informed explanations of: how and why life changed in the past aspects of the past that remained the same the significance of events in bringing change and their connection to the present Explanations of: how and why life changed in the past aspects of the past that remained the same events and aspects of the past that have significance in the present Explanations of: obvious changes to life in the past aspects of the past that remained the same Statements of: obvious changes to life in the past aspects of the past that remained the same Comprehensive descriptions of the experiences of individuals and groups over time Effective descriptions of the experiences of individuals and groups over time Descriptions of the experiences of individuals and groups over time Simple descriptions of the experiences of individuals and groups over time Identification of the experiences of individuals and groups over time Skills Sequencing of events and people in chronological order, using detailed and representative timelines Sequencing of events and people in chronological using timelines Sequencing of events and people in chronological order identifying key dates Sequencing of events within a chronology Sequencing of events in order Development of logical and related questions the past Development of logical questions about the past Development of questions about the past Development of descriptive questions about the past Use of obvious questions about the past Discriminating location of written, physical, visual and oral sources from different points of view to answer inquiry questions Effective location of written, physical, visual and oral sources from different points of view to answer inquiry questions Location of written, physical, visual and oral sources from different points of view to answer inquiry questions Location of information from a range of relevant sources and identification of explicit points of view Location of information from supplied sources and identification of obvious differences in points of view Clear and purposeful communication using historical terms and text Effective communication using historical terms and text Communication using historical terms and text Communication using terms denoting time and text Communication using terms denoting time