used to investigate the past. A source becomes “evidence” if it is of value to a particular inquiry. of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations. of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time. events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values. view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions. aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered. Achievement standard By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. 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 narratives and descriptions, using historical terms and concepts. Relevant prior curriculum Curriculum working towards
The Queensland SOSE Essential Learnings by the end of Year 5 Knowledge and understanding Time, continuity and change British colonisation of Australia is connected with particular events and changes, including European exploration, the landing of the First Fleet, proclamation of terra nullius, establishment of penal and free settlements, contact with the Indigenous population and the development of industries. Individuals and groups have made significant contributions to change and maintain Australian communities, heritages and identities Events can be viewed differently according to a range of cultural, gender and socioeconomic viewpoints Ways of working pose and refine questions for investigations plan investigations based on questions and inquiry models collect and organise information and evidence evaluate sources of information and evidence to determine different perspectives, and distinguish facts from opinions draw and justify conclusions based on information and evidence communicate descriptions, decisions and conclusions, using text types selected to match audience and purpose share opinions, identify possibilities and propose actions to respond to findings apply strategies to influence decisions or behaviours and to contribute to groups reflect on and identify personal actions and those of others to clarify values associated with social justice, the democratic process, sustainability and peace reflect on learning to identify new understandings and future applications. Year 6 Australian Curriculum: History Historical Knowledge and Understanding Australia as a Nation Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport Historical Skills Chronology, terms and concepts Sequence historical people and events Use historical and Historical questions and research Identify questions to inform an historical inquiry Identify and locate a range of relevant sources Analysis and use of sources Locate information related to inquiry questions in a range of sources Compare information from a range of sources Perspectives and interpretations Identify points of view in the past and present Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate
following characteristics of student work: Understanding explanations of causes and effects of changes in society explanations of the significance of individuals or groups in bringing about change descriptions of the different experiences of people in the past Skills sequencing of events and people in chronological order using representations of time development of questions to frame historical inquiry location and comparison of information from a range of sources to answer inquiry questions, and identification and explanation of points of view communication of texts that incorporate relevant sources and use historical terms and concepts For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: Students are given opportunities to demonstrate their knowledge, skills and understanding across a range of assessments. The assessment is collated in student folios and allows for ongoing feedback to students on their learning. Year 5 teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted. The teaching and learning experiences throughout the term provide opportunities for students to develop the understanding and skills required to complete these assessments. As students engage with these learning experiences, the teacher can provide feedback on specific skills. Collection of work (Written, spoken/signed, multimodal) The purpose of this assessment is to make judgments about students’ responses to a series of focused tasks within a specified context and based on the process of historical inquiry. The focus of the collection of work is on the reasons people migrated to Australia from Europe and Asia and could include: written explanations questions of, and responses to, source material labelled maps/diagrams annotated timelines annotated photographs journal entries. Suggested conditions: open.