Teaching and learning identify similarities and differences between families, including those in stories identify events that are celebrated by family and friends and discuss the importance of these events compare families in the present with those in the recent past explore a range of sources (e.g. photographs, oral histories) about family life to discuss how daily lives have changed examine changes in technology over generations by comparing past and present objects and discuss how these changes have shaped people’s lives explain and communicate personal stories in a range of forms, including digital technologies. identify people and places of historical interest and significance in the local community investigate the history of a chosen site or landmark in the local community using a range of sources explain what the site or landmark reveals about the past explore why a site has heritage significance or cultural value for present generations identify, in consultation with Aboriginal and Torres Strait Islander people, local sites, places and landscapes of significance explain and communicate personal stories in a range of forms, including digital technologies.
Ongoing 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. Prep to Year 7 Children/students create a collection of work related to the concepts, content and contexts of the unit. The collection of work could include: written explanations questions of, and responses to, source material annotated timelines graphic organisers debates or discussions (with notes) physical/visual artefacts re-enactments and roleplays journal entries annotated photographs physical/visual artefacts. 14–16 Research: Presentation (Multimodal) The purpose of this assessment is to make judgments about children’s/students’ abilities to research, collect, analyse and draw conclusions about historical sources. Prep to Year 2 Teachers and children collaborate to gather and record information and create a multimodal presentation related to the concepts, content and contexts of the unit. Year 3 and Year 4 Students conduct research and create a multimodal presentation related to the concepts, content and contexts of the unit. Year 5 to Year 7 Students conduct research and create a multimodal presentation related to the concepts, content and contexts of the unit. End of unit Supervised assessment: Response (Written) The purpose of this assessment is to make judgments about students’ responses that are produced independently, under supervision and in a set time frame. Make judgments and use feedback Moderation Teachers develop tasks and plan units. Teachers co-mark tasks to ensure consistency of judgments. Teachers develop tasks and plan units. Teachers calibrate A–E samples of student work that link to the standards before marking tasks. They moderate to ensure consistency of judgments. Teachers select representative folios and meet to ensure consistency of judgments before marking tasks. Teachers co-mark to ensure consistency of judgments. Curriculum leaders moderate randomly sampled research folios to ensure consistency of judgments.