Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Historical Knowledge and Understanding Historical Skills Year 5 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 The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony Year 6 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. Year 7 Overview content the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia. The Asian world Years 5 and 6 Chronology, terms and concepts Sequence historical people and events Use historical terms and concepts 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 source materials Use a range of communication forms (oral, graphic, written) and digital technologies Year 7 Chronology, terms and concepts Sequence historical events, developments and periods Use historical terms and concepts Literacy Use historical terms related to the unit and pose questions about the past Compile glossaries and definitions of key terms used Numeracy Use timelines to describe past events and changes Understand and interpret associated maps, tables and graphs, for example, that add meaning to written text ICT capability Use a range of digital technologies to assist with investigating concepts and information. Critical and creative thinking Explore reasons for migration through a range of sources and discuss experiences of people who migrated Personal and social capability Exchange information and foster a collaborative response Ethical behaviour Identify perspectives and bias in historical sources. Intercultural understanding Investigate colonial life to discover what life
Research: Presentation (Multimodal) The purpose of this assessment is to make judgments about students’ abilities to research, collect, analyse and draw conclusions about historical sources. Year 5 to Year 7 Students conduct research and create a multimodal presentation related to the concepts, content and contexts of the unit. Students explore the experiences of groups within a particular historical period and create and deliver a multimodal presentation. Suggested conditions: open 2–4 minutes. For further advice and guidelines on conditions for assessment refer to Assessment advice: History on the QSA website: Weeks 14–16 Teachers gather evidence to make judgments about the following characteristics of student work: Year 5 and 6 Understanding description of the different experiences of people in the past Skills location and comparison of information from a range of sources to answer inquiry questions, and identification and explanation of points of view communication of a narrative text that incorporates relevant sources and uses historical terms and concepts Year 7 Understanding description of interpretations of past events and developments including the perspectives of different groups
Skills interpretation and analysis of selected historical sources that identify different points of view and provide useful evidence connected to inquiry questions communication in explanatory texts that incorporate the use and acknowledgement of sources of historical evidence For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: Teaching and learning Supportive learning environment Teaching strategies and learning experiences Group work allows flexibility for children/students to revise or extend learning according to individual needs, which caters for the needs of all learners. Adjustments for needs of learners Resources Students: sequence key events, developments and periods relevant to the content and concepts use and define historical terms and concepts related to the historical period pose key questions related to convict and colonial presence, reasons for migration and experiences and contributions of migrant groups identify and locate a range of sources to use when exploring key events, developments and periods identify points of view from a range of sources use a range of communicate forms to present findings Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any child to participate and experience success in learning. The Disability Standards for Students would benefit from access to: search engines, museum and library catalogues and indexes to find material relevant to inquiry such as stories, songs, diaries, official documents and artworks primary and secondary sources to (a) investigate migration to Australia, and (b) compare various models of communicating historical information computer facilities and ICT support field trips to relevant locations or excursions to museums and galleries.