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OneSchoolUnit Plan
Unit 2 - History Year 3 (V3.0)Name: Duration: 20 Weeks
Class:
Year Level/s: 3 Type: Master
Applicable Learning Areas:
HISTORY Teachers: Corporate
Unit Outline
Exploring continuity and change in local communitiesIn this unit students will investigate the following questions:• Who lived here first and how do we know?• How has our community changed? What features have been lost and what features have been retained?
The content provides opportunities to develop historical understandings through the key concepts of sources, continuity and change, cause and effect and significance.
For further information, view the unpacking video by clicking below.https://learningplace.eq.edu.au/cx/resources/items/f8e3483f-aba7-ead1-b771-5368d46c1e1b/0/His_Y03_U2_Unpacking.mp4
Document Table of Contents ** Section not selected for printing
Curriculum Priorities• Australian Curriculum
• Dimensions of teaching and learning
Curriculum Summary• Curriculum Tracking
Class Groups **
Teaching SequenceTeaching Sequence Summary
• Setting the scene
• Investigating the evidence
• Making connections
• Drawing conclusions
Resources• Attachments
• Plan Resource Bank
AssessmentAssessment Summary
• Portfolio - Collection of work: Change in a community (Yr 03)
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Content descriptors, achievement standards and general capabilities © ACARA 2014
Acknowledgement and Disclaimer
Content descriptors, achievement standards and general capabilities are extracts from the Australian Curriculum.These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:
• The content descriptions are solely for a particular year and subject;• All the content descriptions for that year and subject have been used; and• The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Australian CurriculumHistory- Year 3
Year Level Description
The Year 3 curriculum provides a study of identity and diversity in both a local and broader context. Moving from the heritage of their local area, students explore the historical features and diversity of their community as represented in symbols and emblems of significance, and celebrations and commemorations, both locally and in other places around the world.
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge, and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions. The key inquiry questions at this year level are:
Key Inquiry Questions
• How has our community changed? What features have been lost and what features have been retained?
• Who lived here first and how do we know?
Content Descriptions
Historical Knowledge and Understanding
Community and Remembrance
• ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)
• The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)
Historical Skills
Analysis and use of sources
• Locate relevant information from sources provided (ACHHS068)
Chronology, terms and concepts
• Sequence historical people and events (ACHHS065)
• Use historical terms (ACHHS066)
Explanation and communication
• Develop texts, particularly narratives (ACHHS070)
• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Historical questions and research
• Identify sources (ACHHS215)
• Pose a range of questions about the past (ACHHS067)
Year 3 achievement standard
By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.
Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.
ACARA Work Samples
* Sample7* Sample8
* These work samples are generic samples provided by ACARA in relation to the Year Level Achievement Standard. They are not related to the specific Assessment Tasks contained in this unit.
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Curriculum Priorities - PedagogyDimensions of teaching and learning
Curriculum intent
What do my students need to learn?
Curriculum is the planned learning that a school offers and enacts.
Curriculum intent is what we want students to learn from the mandated curriculum.
Teachers decide how best to plan and deliver the curriculum to ensure all students have opportunities to engage in meaningful learning.
Content descriptionsThis unit provides opportunities for students to engage in the above Australian Curriculum Content descriptions.
General capabilities
Literacy• Comprehending texts through listening, reading and viewing• Composing texts through speaking, writing and creating• Text knowledge• Grammar knowledge• Word knowledge• Visual knowledge
Critical and creative thinking• Inquiring - identifying, exploring and organising information and ideas
Personal and social capability• Self-management
Intercultural understanding• Recognising culture and developing respect• Reflecting on intercultural experiences and taking responsibility
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.
The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support.
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Relevant prior curriculumStudents require the following prior knowledge, understandings and skills from their study of 'Celebrations,commemorations and community diversity':
• Knowledge of celebrations and commemorations from Australia and other places around the world• Understanding of the significance of celebrations and commemorations for a range of groups and responding
empathetically to the experiences of others• Skills of locating information in sources, sequencing events, identifying different points of view and developing texts.
Curriculum working towardsThe teaching and learning in this unit works towards building the following knowledge, understandings and skills in the next unit 'Investigating European exploration and the movement of peoples':
• Knowledge of the journeys of exploration from the 1400s to the late 1880s and the resulting colonisation and empire building that occurred around the globe
• Understanding that the remains of the past (sources) can reveal aspects of the past• Skills of sequencing events, posing questions, locating information in sources and communicating.
Feedback
What do my students already know? What do my students need to learn?
How do I teach it?
Feedback is information and advice provided by a teacher, peer, parent or self about aspects of someone's performance. The aim of feedback is to improve learning and is used to plan what to teach next and how to teach it.
Teachers and students use feedback to close the gap between where students are and where they aim to be. Teachers use self-feedback to guide and improve their teaching practice.
Supportive learning environment
DifferentiationWhat do your students already know and what do your students need to learn? Consider the individual needs of your students - including ESL, gifted and talented, and students requiring additional support.
Start where students are at and differentiate teaching and learning to support the learning needs of all students. Plan and document how you will cater for individual learning needs.
The learning experiences within this unit can be differentiated by increasing:• the frequency of exposure for some students• the intensity of teaching by adjusting the group size• the duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:• student groupings will offer tasks with a range of complexities to cater for individual learning needs• rotational groupings allow for more or less scaffolding of student learning.
Feedback to studentsEstablish active feedback partnerships between students, teachers and parents to find out:
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
• what each student already knows and can do• how each student is going• where each student needs to go next.
Ensure feedback is timely, ongoing, instructive and purposeful.
Feedback may relate to misunderstandings and common alternative conceptions. In this unit this includes:• Students may think that significant sites for Aboriginal peoples and Torres Strait Islander peoples are only significant
because they 'used' to be important. Explain to students that the significance of these sites for Aboriginal peoples and Torres Strait Islander peoples continues today
• Students may think that only photographs or texts can be used to learn about the history of significant sites and buildings in the local community. Explain to students that sites and buildings are themselves sources which can be analysed to reveal information
• Students may think that only 'official' sources (photographs, texts) provide valuable information about the local community. Explain to students that the memories and stories of local residents can be extremely valuable sources to reveal information about the past
• Students may think that sites or buildings are significant for only one reason. Explain to students that, often, a site or building may have been used for different purposes over time and may be significant to a range of people for a range of reasons.
Use feedback to inform future teaching and learning.
Reflection on the unit planIdentify what worked well during and at the end of the unit for future planning. Reflection may include:
• activities that worked well and why• activities that could be improved and how• monitoring and assessment that worked well and why• monitoring and assessment that could be improved and how• common student misconceptions that need, or needed, to be clarified• differentiation and future student learning needs.
Assessment Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
What do my students understand and can do? How well do they know and do it?
Assessment is the purposeful, systematic and ongoing collection of information as evidence for use in making judgments about student learning.
Principals, teachers and students use assessment information to support improving student learning. Feedback from evaluation of assessment data helps to determine strengths and weaknesses in students' understanding.
Specific monitoring opportunities in this unit may include:ObservationCollect information about students' ability to:
• pose questions • use historical terms correctly • sequence historical people and events • locate information from provided sources.
ConsultationConsult with students about their ability to:
• pose questions, locate relevant information in sources in independent research tasks • draft and edit written work • use historical evidence effectively in responses.
Samples of student workCheck student understanding via:
• questions that elicit a range of responses from comprehension to evaluation • peer reviews • collection of student work and the provision of detailed written feedback relating to structure, style, language and
appropriate use of historical terms.
Assessing student learningAssessment task - Collection of work: Change in a communityStudents explain how a community changed in the past. They research the natural and built environment of Burleigh Heads in the past and present by posing and answering questions using visual sources. Students write an explanation describing the changes in the natural and built environment of Burleigh Heads over time.
This assessment provides opportunities to gather evidence of student learning in:Historical Knowledge and Understanding
• ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life
Historical Skills
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Chronology, terms and concepts• Use historical terms
Historical questions and research• Pose a range of questions about the past
Analysis and use of sources • Locate relevant information from sources provided
Explanation and communication• Develop texts, particularly narratives
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Sequencing teaching and learning
What do my students already know and can do? What do my students need to learn? How do I teach it? The relationship between what is taught and how it is taught is critical in maximising student learning. Start with what your students already know and set goals for the next steps for learning. Decide how to provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.
Teaching strategies and learning experiencesA suggested learning sequence is outlined below. For further information about learning focuses, refer to the teacher lesson overview, teaching sequence and lesson plans.
Setting the scene• Aboriginal and Torres Strait Islander peoples • Kombumerri people (1) • Kombumerri people (2) • Saibai people
Investigating the evidence• Language group in the local community • Queensland then and now • Transport in Queensland • Past and present trains • Changes in trains • Review, reinforce and extend learning• Local community study • Changes in the natural and built environment
Making connections• Assessment: Parts A and B • Assessment: Part C • Review, reinforce and extend learning • Past and present work • Changes in work
Drawing conclusions• Reviewing sources • Local community poster • Review, reinforce and extend learning
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Making judgments
How do I know how well my students have learned?
Teachers and students use standards to judge the quality of learning based on the available evidence. The process of judging and evaluating the quality of performance and depth of learning is important to promoting learning.
Teachers identify the task-specific assessable elements to make judgments against specified standards on evidence.
Achievement standardIn this unit, assessment of student learning aligns to the following components of the Achievement standard.
By the end of Year 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.
Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching SequenceCurriculum Plan Topics
Duration Topic
4 Lessons Setting the scene
8 Lessons Investigating the evidence
5 Lessons Making connections
3 Lessons Drawing conclusions
20 Lessons Total Unit
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Setting the scene Topic Duration: 4 Lessons
Overview Students will investigate who lived in Australia first. They recognise the diversity of Aboriginal and Torres Strait Islander language groups in Australia. Students inquire about the importance of Country and Place to particular language groups in Queensland.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 1
Aboriginal peoples and Torres Strait Islander peoples
Lesson objectivesStudents will:
• Understand that Aboriginal peoples and Torres Strait Islander peoples lived in Australia before British settlement.
Evidence of learningCan the student:
• Identify who lived in Australia before British settlement?Example learning sequence
• Introduce the unit• Locate information in sources to identify groups of people
who lived in Australia• Sequence key stages of settlement in Australia
Example resources• Sheet - Types of sources• Sheet - Sources for Aboriginal peoples and Torres Strait
Islander peoples sources• Sheet - Key stages of settlement
Helpful information• Supporting learning resource - Essential history Year 3• Supporting learning resource - Aboriginal peoples and
Torres Strait Islander peoples• Supporting learning resources - Glossary: Continuity and
change in communities• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
• Supporting learning resource - Sources
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
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Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Setting the scene Topic Duration: 4 Lessons
Overview Students will investigate who lived in Australia first. They recognise the diversity of Aboriginal and Torres Strait Islander language groups in Australia. Students inquire about the importance of Country and Place to particular language groups in Queensland.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 2
Kombumerri people (1)
Lesson objectivesStudents will:
• Understand the meaning of the term Country for Aboriginal peoples.
Evidence of learningCan the student:
• Answer questions about the traditional Country of the Kombumerri people?
Example learning sequence• Investigate the meaning of the word Country for Aboriginal
peoples• Examine the historical inquiry process in relation to research• Locate information in sources to identify the importance of
Country to the Kombumerri people
Example resources• Sheet - Kombumerri people• Video - Importance of Country to Aboriginal peoples
Helpful information• Supporting learning resource - Kombumerri people (1)• Supporting learning resource - Historical questions• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
• Supporting learning resource - Aboriginal Australia map
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Setting the scene Topic Duration: 4 Lessons
Overview Students will investigate who lived in Australia first. They recognise the diversity of Aboriginal and Torres Strait Islander language groups in Australia. Students inquire about the importance of Country and Place to particular language groups in Queensland.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 3
Kombumerri people (2)
Lesson objectivesStudents will:
• Understand that some sites are significant for the Kombumerri people.
Evidence of learningCan the student:
• Pose and answer questions about significant sites of the Kombumerri people?
Example learning sequence• Review the meaning of the word Country for Aboriginal
peoples• Pose questions to identify sites of significance to the
Kombumerri people• Locate information in sources to identify the significance of
sites to the Kombumerri people
Example resources• Sheet - Significant sites: Kombumerri people
Helpful information• Supporting learning resource - Kombumerri people (2)• Sheet - Question starters• Supporting learning resource - Significance• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Setting the scene Topic Duration: 4 Lessons
Overview Students will investigate who lived in Australia first. They recognise the diversity of Aboriginal and Torres Strait Islander language groups in Australia. Students inquire about the importance of Country and Place to particular language groups in Queensland.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 4
Saibai people
Lesson objectivesStudents will:
• Understand the meaning of the term Place for Torres Strait Islander peoples.
Evidence of learningCan the student:
• Pose and answer questions about the importance of Place to the Saibai people?
Example learning sequence• Investigate the meaning of the word Place for Torres Strait
islander peoples• Locate information in sources to identify the importance of
Place to the Saibai people
Example resources• Sheet - Research: Saibai people • Sheet - Sources: Saibai people • Video - Importance of Place to Torres Strait Islander peoples
Helpful information
• Text - Saibai Thabu (snake) clan with Liz Thompson 2011, The Story of Girbar Pearson Australia
• Supporting learning resource - Torres Strait Islands • Supporting learning resource - Saibai people • Sheet - Question starters• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.
Attachments
• Learning guide• Lesson plan
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OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 5
Language group in the local community
Lesson objectivesStudents will:
• Understand the importance of Country or Place to a local area Aboriginal group or Torres Strait Island group.
Evidence of learningCan the student:
• Explain the importance of Country or Place for a local area language group?
Example learning sequence• Identify the Aboriginal peoples or Torres Strait Islander
peoples in your local area• Locate information identifying the importance of Country or
Place for a local area language group• Draw conclusions about the importance of Country and
Place to a language group in the local area
Helpful information• Video - Interview: Descendant of Bidjara people Carnarvon
Gorge region• Supporting learning resource - Aboriginal Australia map• Supporting learning resource - Language group in the local
community• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 6
Queensland then and now
Lesson objectivesStudents will:
• Understand aspects of life in Queensland that have changed or remained the same over time.
Evidence of learningCan the student:
• Identify continuities and changes within Queensland?Example learning sequence
• Identify areas in Queensland that show continuity and change
• Examine sources about Queensland to identify continuity or change over time
• Investigate sources about Queensland in the past and present to explain continuities and changes over time
Example resources• Sheet - Queensland photographs• Sheet - Past and present Queensland
Helpful information• Supporting learning resource - Queensland then and now• Supporting learning resource - Continuity and change
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 7
Transport in Queensland
Lesson objectivesStudents will:
• Understand that some forms of transport in Queensland have changed and some have stayed the same over time.
Evidence of learningCan the student:
• Compare two forms of transport to record continuities and changes?
Example learning sequence• Review prior knowledge of transport in Queensland over
time• Locate information from sources to sequence forms of
transport in Queensland over time on a timeline• Identify continuities and changes of transport in Queensland
over time
Example resources• Sheet - Transport in Queensland• Sheet - Transport comparison
Helpful information• Supporting learning resource - Transport in Queensland
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 8
Past and present trains
Lesson objectivesStudents will:
• Understand how to pose questions to investigate change and continuity in Queensland over time.
Evidence of learningCan the student:
• Pose and answer questions about trains in the past and present?
Example learning sequence• Pose questions to identify continuities and changes in
Queensland trains over time• Locate information in sources to answer posed questions• Draw conclusions about continuities and changes in
Queensland trains over time
Example resources• Sheet - Research: Train from the past• Sheet - Research: Train in the present
Helpful information• Sheet - Question starters• Supporting learning resource - Past and present trains
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 9
Changes in trains
Lesson objectivesStudents will:
• Understand the changes in Queensland trains over time.Evidence of learningCan the student:
• Write an explanation describing changes in Queensland trains over time?
Example learning sequence• Examine an explanation based on changes in aeroplanes
over time• Identify continuities and changes in Queensland trains over
time• Create a text explaining the changes in Queensland trains
over time
Example resources• Sheet - Research: Train from the past• Sheet - Research: Train in the present
Helpful information• Supporting learning resource - Model explanation• Supporting learning resource - Changes in trains
Attachments
• Learning guide• Lesson plan
Lesson 10
Review, reinforce and extend learning
Review, reinforce and extend learning• Use this time to revise, reinforce and extend history learning.
Consider the individual needs of your students.
Example resources• Sheet - Research: train from the past• Sheet - Research: train in the present
Helpful information• Supporting learning resource - Model explanation• Supporting learning resource - Changes in trains
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 11
Local community study
Lesson objectivesStudents will:
• Understand how to pose questions to investigate change and continuity in the local community over time.
Evidence of learningCan the student:
• Pose and answer questions about the natural and built environments in the past and present?
Example learning sequence• Review continuities and changes in the natural and built
environment• Pose questions to identify continuities and changes in the
natural and built environments in the local community over time
• Locate information in sources to answer posed questions about natural and built environments over time
• Draw conclusions about continuities and changes in the natural and built environment of the local community over time
Helpful information• Supporting learning resource - Local community study
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Investigating the evidence Topic Duration: 8 Lessons
Overview Students investigate a language group in their local community. They identify aspects of life in Queensland that have changed and remained the same over time by viewing photographs and locating information about similarities and differences from the past and present.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 12
Changes in the natural and built environment
Lesson objectivesStudents will:
• Understand the changes in the local community over time.Evidence of learningCan the student:
• Write an explanation describing changes in the natural and built environment over time?
Example learning sequence• Identify continuities and changes in the natural and built
environment in the local community over time• Revise an explanation based on changes in aeroplanes over
time• Create a text explaining the changes in the natural and built
environment in the local community over time
Helpful information• Supporting learning resource - Model explanation• Supporting learning resource - Changes in the natural and
built environment• Supporting learning resource - Cause and effect
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Making connections Topic Duration: 5 Lessons
Overview Students complete their assessment task. They continue to develop an understanding of continuities and changes in aspects of life in Queensland over time.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 13
Assessment: Parts A and B
Assessment purpose• To explain how a community changed in the past.
Example learning sequence• Introduce the assessment• View the Guide to making judgments and understand the
standards A-E• Conduct the assessment (Parts A and B)
Example resources• Assessment task - Collection of work: Change in a
community
Attachments
• Learning guide• Lesson plan
Lesson 14
Assessment: Part C
Assessment purpose• To explain how a community changed in the past.
Example learning sequence• Review the assessment• Review the Guide to making judgments and understand the
standards A-E• Conduct the assessment (Part C)
Example resources• Assessment task - Collection of work: Change in a
community
Attachments
• Learning guide• Lesson plan
Lesson 15
Review, reinforce and extend learning
Review, reinforce and extend learning• Use this time to revise, reinforce and extend history learning.
Consider the individual needs of your students.
Example resources• Assessment task - Collection of work: Change in a
community
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Making connections Topic Duration: 5 Lessons
Overview Students complete their assessment task. They continue to develop an understanding of continuities and changes in aspects of life in Queensland over time.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 16
Past and present work
Lesson objectivesStudents will:
• Understand how to pose questions to investigate change and continuity in work over time.
Evidence of learningCan the student:
• Pose and answer questions about work in the past and present?
Example learning sequence• Pose questions to identify continuities and changes in
Queensland work over time• Locate information in sources to answer posed questions
about work in Queensland over time• Draw conclusions about continuities and changes in
Queensland work over time
Example resources• Sheet - Research: Work in the past• Sheet - Research: Work in the present
Helpful information• Supporting learning resource - Past and present work
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Making connections Topic Duration: 5 Lessons
Overview Students complete their assessment task. They continue to develop an understanding of continuities and changes in aspects of life in Queensland over time.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 17
Changes in work
Lesson objectivesStudents will:
• Understand the changes in the way people have worked over time.
Evidence of learningCan the student:
• Write an explanation describing the changes in ways people have worked over time?
Example learning sequence• Identify continuities and changes in work in Queensland over
time• Create a text explaining the changes in work in Queensland
over time• Draw conclusions about changes in work in Queensland
over time
Example resources• Sheet - Research: Work in the past• Sheet - Research: Work in the present
Helpful information• Supporting learning resource - Changes in work
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Drawing conclusions Topic Duration: 3 Lessons
Overview Students review sources used throughout the unit to create a timeline of continuities and changes in Queensland over time. They create a poster showing the changes in their local community over time.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 18
Reviewing sources
Lesson objectivesStudents will:
• Understand the continuities and changes in Queensland over time.
Evidence of learningCan the student:
• Explain how communities have changed or stayed the same over time?
Example learning sequence• Recognise the role of sources in identifying continuity and
change in Queensland over time• Locate information in sources to identify changes to the way
Aboriginal peoples and Torres Strait Islander peoples have lived over time
• Examine a poster about the changes to Rockhampton over time
Example resources• Sheet - Sources for Aboriginal peoples and Torres Strait
Islander peoples• Sheet - Aspects of life in Queensland
Helpful information• Supporting learning resource - Rockhampton then and now• Supporting learning resource - Reviewing sources• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Teaching Sequence
Topic Drawing conclusions Topic Duration: 3 Lessons
Overview Students review sources used throughout the unit to create a timeline of continuities and changes in Queensland over time. They create a poster showing the changes in their local community over time.
Lessons Teaching and Learning Sequence Resources Differentiation
Lesson 19
Local community poster
Lesson objectivesStudents will:
• Understand how their local community has changed over time.
Evidence of learningCan the student:
• Create a poster illustrating changes in the local community over time?
Example learning sequence• Review a poster describing changes to Rockhampton over
time• Locate and record information about the language group in
the local community• Record information about the changes in the natural and
built environment in the local community over time• Create visual representations of the local community over
time
Helpful information• Supporting learning resource - Rockhampton then and now• Supporting learning resource - Local community poster• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
Attachments
• Learning guide• Lesson plan
Lesson 20
Review, reinforce and extend learning
Review, reinforce and extend learning• Use this time to revise, reinforce and extend history learning.
Consider the individual needs of your students.
Helpful information• Supporting learning resource - Rockhampton then and now• Supporting learning resource - Local community poster• Website - C2C: Aboriginal peoples & Torres Strait Islander
peoples Cross Curriculum Priority support (OnePortal, DETE)
Attachments
• Learning guide• Lesson plan
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
ResourcesUnit Plan Section Resource Resource
BankAttachment Uploaded by
Plan Details Evidence of learning checklist - His_Y03_U2_ILM_EOL.pdf Corporate
Overview - His_Y03_U2_ILM_OV.pdf Corporate
Sequence - Setting the scene Learning guide - His_Y03_U2_ILM_LP01.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP02.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP03.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP04.pdf Corporate
Lesson plan - His_Y03_U2_LP01.docx Corporate
Lesson plan - His_Y03_U2_LP02.docx Corporate
Lesson plan - His_Y03_U2_LP03.docx Corporate
Lesson plan - His_Y03_U2_LP04.docx Corporate
Sequence - Investigating the evidence
Learning guide - His_Y03_U2_ILM_LP05.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP06.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP07.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP08.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP09.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP10.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP11.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP12.pdf Corporate
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Unit Plan Section Resource Resource Bank
Attachment Uploaded by
Lesson plan - His_Y03_U2_LP05.docx Corporate
Lesson plan - His_Y03_U2_LP06.docx Corporate
Lesson plan - His_Y03_U2_LP07.docx Corporate
Lesson plan - His_Y03_U2_LP08.docx Corporate
Lesson plan - His_Y03_U2_LP09.docx Corporate
Lesson plan - His_Y03_U2_LP10.docx Corporate
Lesson plan - His_Y03_U2_LP11.docx Corporate
Lesson plan - His_Y03_U2_LP12.docx Corporate
Sequence - Making connections Learning guide - His_Y03_U2_ILM_LP13.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP14.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP15.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP16.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP17.pdf Corporate
Lesson plan - His_Y03_U2_LP13.docx Corporate
Lesson plan - His_Y03_U2_LP14.docx Corporate
Lesson plan - His_Y03_U2_LP15.docx Corporate
Lesson plan - His_Y03_U2_LP16.docx Corporate
Lesson plan - His_Y03_U2_LP17.docx Corporate
Sequence - Drawing conclusions Learning guide - His_Y03_U2_ILM_LP18.pdf Corporate
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Unit Plan Section Resource Resource Bank
Attachment Uploaded by
Learning guide - His_Y03_U2_ILM_LP19.pdf Corporate
Learning guide - His_Y03_U2_ILM_LP20.pdf Corporate
Lesson plan - His_Y03_U2_LP18.docx Corporate
Lesson plan - His_Y03_U2_LP19.docx Corporate
Lesson plan - His_Y03_U2_LP20.docx Corporate
Sequence Drawing conclusions: Example resources - Sheet - Aspects of life in Queensland
Drawing conclusions: Example resources - Sheet - Sources for Aboriginal peoples and Torres Strait Islander peoples
Drawing conclusions: Helpful information - Supporting learning resource - Local community poster
Drawing conclusions: Helpful information - Supporting learning resource - Reviewing sources
Drawing conclusions: Helpful information - Supporting learning resource - Rockhampton then and now
Drawing conclusions: Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.
Investigating the evidence: Example resources - Sheet - Past and present Queensland
Investigating the evidence: Example resources - Sheet - Queensland photographs
Investigating the evidence: Example resources - Sheet - Research: Train from the past
Investigating the evidence: Example resources - Sheet - Research: Train in the present
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Unit Plan Section Resource Resource Bank
Attachment Uploaded by
Investigating the evidence: Example resources - Sheet - Transport comparison
Investigating the evidence: Example resources - Sheet - Transport in Queensland
Investigating the evidence: Helpful information - Sheet - Question starters
Investigating the evidence: Helpful information - Supporting learning resource - Aboriginal Australia map
Investigating the evidence: Helpful information - Supporting learning resource - Cause and effect
Investigating the evidence: Helpful information - Supporting learning resource - Changes in the natural and built environment
Investigating the evidence: Helpful information - Supporting learning resource - Changes in trains
Investigating the evidence: Helpful information - Supporting learning resource - Continuity and change
Investigating the evidence: Helpful information - Supporting learning resource - Language group in the local community
Investigating the evidence: Helpful information - Supporting learning resource - Local community study
Investigating the evidence: Helpful information - Supporting learning resource - Model explanation
Investigating the evidence: Helpful information - Supporting learning resource - Past and present trains
Investigating the evidence: Helpful information - Supporting learning resource - Queensland then and now
Investigating the evidence: Helpful information - Supporting learning resource - Transport in Queensland
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Unit Plan Section Resource Resource Bank
Attachment Uploaded by
Investigating the evidence: Helpful information - Video - Interview: Descendant of Bidjara people Carnarvon Gorge region
Investigating the evidence: Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.
Making connections: Example resources - Sheet - Research: Work in the past
Making connections: Example resources - Sheet - Research: Work in the present
Making connections: Helpful information - Supporting learning resource - Changes in work
Making connections: Helpful information - Supporting learning resource - Past and present work
Setting the scene: Example resources - Sheet - Key stages of settlement
Setting the scene: Example resources - Sheet - Kombumerri people
Setting the scene: Example resources - Sheet - Research: Saibai people
Setting the scene: Example resources - Sheet - Significant sites: Kombumerri people
Setting the scene: Example resources - Sheet - Sources for Aboriginal peoples and Torres Strait Islander peoples sources
Setting the scene: Example resources - Sheet - Sources: Saibai people
Setting the scene: Example resources - Sheet - Types of sources
Setting the scene: Example resources - Video - Importance of Country to Aboriginal peoples
Setting the scene: Example resources - Video - Importance of Place to Torres Strait Islander peoples
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Unit Plan Section Resource Resource Bank
Attachment Uploaded by
Setting the scene: Helpful information - Sheet - Question starters
Setting the scene: Helpful information - Supporting learning resource - Aboriginal Australia map
Setting the scene: Helpful information - Supporting learning resource - Aboriginal peoples and Torres Strait Islander peoples
Setting the scene: Helpful information - Supporting learning resource - Essential history Year 3
Setting the scene: Helpful information - Supporting learning resource - Historical questions
Setting the scene: Helpful information - Supporting learning resource - Kombumerri people (1)
Setting the scene: Helpful information - Supporting learning resource - Kombumerri people (2)
Setting the scene: Helpful information - Supporting learning resource - Significance
Setting the scene: Helpful information - Supporting learning resource - Sources
Setting the scene: Helpful information - Supporting learning resource - Torres Strait Islands
Setting the scene: Helpful information - Supporting learning resources - Glossary: Continuity and change in communities
Setting the scene: Helpful information - Text - Saibai Thabu (snake) clan with Liz Thompson 2011, The Story of Girbar Pearson Australia
Setting the scene: Helpful information - Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support (OnePortal, DETE) https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Unit Plan Section Resource Resource Bank
Attachment Uploaded by
Supporting learning resource - Saibai people Note: Aboriginal and Torres Strait Islander viewers are warned that the above example websites may contain images and voice of deceased persons.
Assessment Planner - Collection of work: Change in a community
Assessment task - His_Y03_U2_AT_ChangeInCommunity.docx Corporate
Assessment task - His_Y03_U2_AT_ChangeInCommunity_ModelResponse.docx Corporate
Assessment Making connections: Example resources - Assessment task - Collection of work: Change in a community
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
AssessmentAssessment Task Summary Type Learning Areas Status Date
Collection of work: Change in a community (Yr 03) Portfolio HISTORY Unscheduled TBA
To explain how a community changed in the past.
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
Assessment Task - Criteria Sheet
Assessment Task Name: Collection of work: Change in a community (Yr 03) Type: Portfolio
Date: TBA
Description: To explain how a community changed in the past.
Learning Area HISTORY
Criteria A B C D EHistorical knowledge and understanding
Explains how Burleigh Heads changed in the past.
Explains the effects of changes in a community.
Give reasons why a community changed in the past.
Explains how a community changed in the past.
Identifies changes in a community.
Lists features of a community.
Questioning and researching
Poses questions about the natural and built environment in Burleigh Heads.
Develops questions about continuity and change.
Poses a range of questions to guide research.
Poses questions about the past.
Poses questions. States a question.
Analysing and interpreting
Locates information from sources to answer questions.
Interprets information about changes in a community.
Selects relevant information about changes.
Locates information from sources to answer posed questions about changes in a community.
Describes elements of a visual source.
Lists facts.
Communicating
Develops an explanation using terms denoting time.
Sharpens ideas through careful choice of words.
Refers to information from sources.
Develops an explanation using terms denoting time.
Writes an explanation. Writes a story.
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master
No Curriculum Tracking information found that was applicable to this curriculum plan and specified criteria.
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Content descriptors, achievement standards and general capabilities © ACARA 2014
OneSchool Education Business Support
Unit Plan Plan Name: Unit 2 - History Year 3 (V3.0)
Status: Duration: 20 WeeksYear: 3
Learning Areas: HISTORY
Master