Investigating the reasons for the establishment of one or more British colonies such as a penal colony (for example Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example Western Australia, Victoria) Historical Skills CHRONOLOGY- Sequence historical people and events. Analysis- and use of sources. Locate information related to inquiry questions in a range of sources Historical questions and research. Identify questions to inform an historical inquiry. PERSPECTIVE- Identify points of view in past and present. Identify points of view in the past and present Explanation and communication. Develop texts, particularly narratives and descriptions which incorporate source materials. students develop questions to frame an . They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly and descriptions, using historical and . Contestability English Technology Mathematics - Timelines Geography (SOSE Place and Space) DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
Assessment : Children begin their assessment based on their task sheet. Teacher explains task. Each small group will be given a state or territory to research. Children are asked to model who lived in the colony or state at the beginning of European Settlement. Each group member will look closely at what life was like from the perspective of either an Indigenous person, the Governor, convict or free settler. Students write a series of questions to aid their inquiry based from their perspective. Teacher provides websites and texts for students to aid research. Students individually assessed based on the content of their questions and answers. Have you discovered how your colony was established and how it has added to the diversity of Australia? Activity Think-pair-share-square. Students ascertain what information they will need to help support their questions. Children gather, sort organise their information into retrieval charts. Student Resources: Victoria Tasmania http://www.foundersandsurvivors.org/ South Australia http://boundforsouthaustralia.net.au/ Western Australia Northern Territory Queensland http://www.slq.qld.gov.au/coll/qhist Self assessment through checklists Summative Children complete task. Task, historical narrative, inquiry skills, diversity
REFLECTION Week 1 2 3 4 5 6 7 8 9 10 CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting Children collect information they have learned from each other. What can you add to about the diversity of Australia? What was it like for the different groups? Which colony would you like to have been part of? Gallery Display. Children present their work to each other as a gallery display. Over the week students read each other’s work. They are given a scavenger hunt based on the information found by classmates. Students vote for the work that could be published in the school newsletter, displayed in the school library or published in the local newspaper. (Cairns Post Ed) Student Resources: Journals Teacher Resources: Design a scavenger hunt for students to answer Summative
REFLECTION Week 1 2 3 4 5 6 7 8 9 10 CE SEL IE Tuning In Exploring Looking Sorting Testing Acting Reflecting Diverse Australia As an individual children write a reflection that answers this question. Children answer in their journal. What did I learn about Australia becoming an even more diverse nation from this unit? Include in your answer different perspectives and evidence from the information you have learned from each other. Use de Bono’s thinking Hats for response and the information from the scavenger hunt. As a class reflect as a PMI Invite students to consider the Plus, Minus and Interesting Factors related to the whole investigation or particular elements. Did Australia become even more diverse as the Colonies were established? Student Resources: DeBono’s Thinking hats Teacher Resources: DeBono’s Thinking Hats Reflection: Summative in their journal children reflect on knowledge gained.