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The State of Queensland (Queensland Studies Authority) and its licensors 2008.All rights reserved. Please read the copyright notice on our website: www.qsa.qld.edu.au
The way we were
Year 6 English
Studies of Society & Environment(SOSE)
Students research and write a historic recount, and preparea teaching resource that explains the contribution or role ofa person or team before Federation (pre-1901).
Time allocation 13 x 45-minute class sessions (over 56 weeks)
Students will work independently to complete a research organiser, write a historicrecount and teach a small group using the teaching resource.
They will work in partnerships to provide feedback for their research organiser,historic recount and teaching resource.
Context for assessment
Australia has changed and evolved over time. Habitation, exploration and use of
the land and its resources by its original inhabitants and later by European settlers
have altered the landscape and influenced society. Considering the pre-
Federation era, students will identify and analyse the contributions or roles of
individuals who helped Australia develop as a nation.
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This assessment gathers evidence of learning for the following Essential Learnings:
English Essential Learnings by the end of Year 7
Ways of working
Students are able to:
identify main ideas and the
sequence of events, makeinferences and draw conclusions
based on ideas and information
within and across texts
interpret and identify that
readers/viewers/listeners are
positioned by aspects of texts
construct non-literary texts to
express meanings and
messages, to identify causes and
effects, and to state positions
supported by evidence
make judgments and justify
opinions using information and
ideas from texts, and identify how
aspects of texts contribute to
enjoyment and appreciation.
Knowledge and understanding
Speaking and listening
Speaking and listening involve using oral, aural and
gestural elements to interpret and construct texts thatachieve purposes across wider community contexts.
The purpose of speaking and listening includes
advancing opinions, discussing, persuading others to
a point of view, influencing transactions, and
establishing and maintaining relationships.
Speakers use their assumptions about the
characteristics of listeners to engage their interest and
attention.
Spoken texts have different structures from writtentexts but can also be written and recorded.
Nonverbal elements, including facial expressions,
gestures and body language, establish mood, signal
relationships, create effect and are monitored by
listeners.
In presentations, speakers make meaning clear by
organising subject matter, identifying their role and
selecting relevant resources.
Speakers and listeners use a number of strategies tomake meaning, including identifying purpose,
activating prior knowledge, responding, questioning,
identifying main ideas, monitoring, summarising and
reflecting.
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Reading and viewing
Reading and viewing involve using a range ofstrategies to interpret, evaluate and appreciatewritten, visual and multimodal texts across widercommunity contexts.
Readers and viewers draw on their prior knowledge,
knowledge of language elements and point of view
when engaging with a text.
Readers and viewers use a number of active
comprehension strategies to interpret texts, including
activating prior knowledge, predicting, questioning,
identifying main ideas, inferring, monitoring,
summarising and reflecting.
Writing and designing
Writing and designing involve using languageelements to construct literary and non-literary textsfor audiences across wider community contexts.
The purpose of writing and designing includes evoking
emotion, persuading and informing.
Writers and designers establish roles, make
assumptions about their audience and position them
through language choices.
Writers and designers refer to authoritative sources
and use a number of active writing strategies,
including planning, drafting, revising, editing,
proofreading, publishing and reflecting.
Assessable elements
Knowledge and understanding
Interpreting texts
Constructing texts
Appreciating texts
Source: Queensland Studies Authority 2007, English Essential Learnings by the end of Year 7, QSA, Brisbane.
SOSE Essential Learnings by the end of Year 7
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Ways of working
Students are able to:
identify issues and use common
and own focus questions
plan investigations using inquiry
models
collect and analyse information
and evidence from primary and
secondary sources
evaluate sources of information
and evidence for relevance,
reliability, origins and
perspective
draw conclusions and make
decisions based on information
and evidence by identifying
patterns and connections
communicate descriptions,
decisions and conclusions,
using different text types for
specific purposes and the
conventions of research-based
texts
reflect on learning, apply new
understandings and identify
future applications.
Knowledge and understanding
Time, continuity and change
Changes and continuities are linked to particularevents and the achievements of individuals and
groups that attract different interpretations.Events from pre-colonisation to Federation, including
Indigenous heritages, European colonisation, frontier
conflicts, the development of the economy, and the
Federation movement, have established the
Australian nation and contributed to Australian
identities.
Place and space
Environments are defined by physical characteristicsand processes, and are connected to human
activities and decisions about resource management.Physical and human dimensions are used to define
global environments.
Culture and identity
Cultures and identities consist of material and non-material elements and are affected by crossculturalcontacts.
Contact between Indigenous and non-Indigenous
cultures in Australia and in other places have had
significant effects on language, culture, land
ownership, health and education of Indigenous
people.
Assessable elements
Knowledge and understanding
Investigating
Communicating
Participating
Source: Queensland Studies Authority 2007, SOSE Essential Learnings by the end of Year 7, QSA, Brisbane.
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Listed here are suggested learning experiences for students before they attempt thisassessment.
Explore online learning tools such as Learning Objects Making a differencewhere students
can explore the life stories of exceptional Indigenous and non-Indigenous people and consider
their place in Australias history.
Read various fiction and non-fiction titles such as Tom Frenchs Convict Boy.
Explore pre-Federation Indigenous and non-Indigenous society and the exploration of
Australian land and sea.
Review assorted electronic and print media sources.
Identify primary and secondary sources.
Learn to use an electronic or paper concept map to organise information and research, and to
create timelines.
Reinforce language features such as listing events in chronological order, using descriptive
language, writing in the past tense, using timewords to connect events (e.g. In the past ,
This discovery led to ), including sentences that use when, where, with whomand how.
Model various ways to display a visual timeline.
Examine and discuss the Thinking hats reflection sheet (Appendix A) and consider ways to
share group work with the class.
Examine different formats and methods to help create a teaching device (e.g. webpage,
interactive poster, multimedia production, PowerPoint presentation or a Hall of Fame role play
or dramatisation).
Review components of lesson notes prompts, structure, timed sequences, material
preparation.
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Preparing
Bookmark electronic sources on computers in the classroom or in the Library Media Centre
see list of general internet sites provided.
Revise how to use a primary source. Consider also the trustworthiness of sources and the
ways some writers may interpret a primary source. At Year 6 level it is appropriate for students
to read excerpts from diaries and journals, listen to oral histories, and use original maps to
gather information.
Model various ways to display a visual timeline.
Read a sample historic recount for students to use as a model. Highlight the purpose of this
text type: to tell what happened; to tell a series of events. Consider the chronology, structure,
introduction, conclusion and orientation.
Provide parameters for the use of electronic modes. See ICT considerations.
Review teaching and lesson strategies such as questioning and use of devices.
ICT considerations
If integrating information communication technologies into the production of a teaching resource,the historic recount and other components, such as the concept map and visual timeline, will need
to be merged electronically into the selected mode.
When students are given the opportunity to produce multimodal products, they need appropriate
technical guidelines.
Multimedia production considerations
Produce a draft storyboard (four pictures per page) first.
Consider:
title and concluding frame image and textnumber of still and moving images and frames
types and number of transitions with or without captions
text type, size, colour and position
audio (consider copyright issues if using commercial music)
variety of images (e.g. long-shots, close-ups, subjects)
length of production 2 minutes or 1.2 GB
backup procedures.
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Website considerations
Technical parameters Considerations
Students should include:
a quiz (e.g. Test your knowledge page)
a bibliography page listing all sources used
a main folder (short name) and sub-folders(e.g. info, graphics)
a title page
white space on the pages (for readability)
self-generated graphics
a limited number of graphics and text images
graphics saved in either gif or jpg format ofreasonable size (less than 120 KB per picture),named without capitals or spaces (e.g. juice.jpg)
html files named without capitals or spaces (e.g.references.htm)
hyperlinks.
Students should include:
a completed paper storyboard signedby the teacher prior to starting computerwork
peer response to storyboard
a backup copy in class or personal workfolder
all paper drafts and storyboards handedin with final website
a folder containing all html workorganised in sub-folders (e.g. info,graphics).
PowerPoint considerations
Encourage students to:
produce a draft storyboard before computer work commences
include timeline image and historic text
set up file saving and management procedures
use white space
use audience-friendly background choices, font size, colour and image selections
avoid animated icons and text-slide transitionslimit the number of slides
use minimal text on slides
include self-generated images, maps, portraits
include a Test your knowledge section in the conclusion in a Q & A format.
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Sample implementation plan
This table shows one way in which this assessment can be implemented. It is a guide only you
may choose to use all, part, or none of the table. Customise the table to suit your students and
school environment.
Suggested time Student activity Teacher role
Section 1. Research organiser
Week 1 Read a historic recount.
Research and select a character/s.
Work through Section 1 of theStudent booklet.
Make a list of characters and availableresources.
Print journal entries by John Oxley.
Print A3-sized copies of Appendix A: Researchorganiser (1 per student).
Set up peer editing partnerships and organisepeer teaching groups (45 students per group).
Week 2 Give and receive feedback.
Finalise Research organiserfollowing peer feedback.
Facilitate peer feedback of Research organiser.
Section 2. Historic recount
Week 23 Start first draft of historic recount. Post examples around the room showinghistoric recount structure and languagefeatures.
Organise peer editing and feedback cycle forfirst draft of historic recount.
Ensure all students have a copy of the Peerfeedback sheet (in Student booklet).
Week 4 Complete historic recount following
peer feedback.Review lesson script and notes.
Outline various teaching resources and
methods, including the historic recount, timelineand research organiser. These could include awebpage, poster, multimedia production,electronic journal, PowerPoint presentation ordramatisation.
Section 3. Teaching resource
Week 45 Start compiling teaching resourcesfor use with a selected mode (e.g.website).
Read completed sections to anaudience or teaching group andwatch others do the same.
Practice, rehearse and time thepeer teaching lesson with a partner.
Discuss with students different ways to includeinformation in the teaching tool and lesson (e.g.typing, scanning text, digital camera images).
Organise teaching spaces and timetable forrehearsals and teaching sessions.
Section 4. Lesson
Week 56 Deliver lessons.
Complete Thinking hats reflectionsheets and peer teaching feedbacksheets.
Groups share Thinking hatsresponses with the class.
Display a sample lesson plan.
Organise timing and rotation for group lessons.
Print A3-sized Thinking hats reflection sheet(1 per group).
Collect completed Lesson feedback sheets(Student booklet) and group Thinking hatsresponses.
Provide an opportunity for each group to reporttheir responses.
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Resources for the assessment
Appendix A Research organiser
Appendix B Thinking hats reflection sheet
General Internet sites
Ancestry.com, Ann Hollway (17741825), Roots Web 2000, accessed 5 March 2008,
.
Ancestry.com John Chapman (18191897), Roots Web 2000, accessed 5 March 2008,
.
Australian Dictionary of Biography, Makoare (18001831), Neville Green 2005, accessed 5
March 2008, .
Australian Institute of Aboriginal and Torres Strait Islander Studies, AIATSIS 2005, accessed 5March 2008, .
Australians, Truganni(18121876), ABC Behind the News 2007, accessed 5 March 2008,
.
The Bennelong Society, Woollarawarre Bennelong, the Bush Politician (178992), Dirk CH van
Dissel, accessed 5 March 2008, .
Documenting Life in New South Wales, History of the Australian nation, State Library of New
South Wales 2008, Accessed 5 March 2008,
.
Green Left Online, Yagan: an Aboriginal resistance fighter, Green Left Weekly 10 September
1997, accessed 5 March 2008, .
Hot topics: Aboriginal cultural heritage, State Library of Queensland 2007, accessed 5 March2008, .
National Parks Association of NSW, Dingledei Hutstill going Strom, Len Hainke 2003,accessed 5 March 2008, .
ProjectGuttenberg of Australia, Australian explorers, discoverers and pioneers, PGA 2007,
accessed 5 March 2008, .
Project Guttenberg of Australia, Journals of two expeditions into the interior of New South Walesby John Oxley, PGA 2007, accessed 5 March 2008, .
Queensland Government Library Services, Resource services for learning communities, The
State of Queensland (Department of Education, Training and the Arts) 2007, accessed 5 March
2008, .
Wikipedia, Pemulwuy, accessed 5 March 2008, .
Other
The Learning Federation: Learning Objects SOSE Making a difference: Windradyne Accessed
March 5 2008.
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The Learning Federation: Learning Objects SOSE Making a difference: Yagan Accessed March 5
2008.
Fiction and non-fiction titles
Alexander, G 2000, Surviving Sydney Cove: the diary of Elizabeth Harvey, Sydney 1790,
Scholastic, Lindfield, NSW.This fictional account describes the suffering of convicts, soldiers and Aboriginal people, and
the difficulties of farming.
Barlow, A, Hill, M 2003, Indigenous heroes and leaders, Heinemann Library, Melbourne, Vic.
This provides an insightful look at the Indigenous people who have helped bring about change.
Barlow, A, Hill, M 2001, Sharing our cultures: the story of Aboriginal cultures, (Aboriginal
people, then and now), Heinemann Library, Port Melbourne, Vic.
This text defines the cultural diversity of Aboriginal people and how their cultures have
changed over the past 200 years. Cultural theft and respect for ownership are discussed.
Barwick, J, Barwick, J 2000, Australia's people, (Database of Australia), Heinemann Library,
Port Melbourne, Vic.
This book begins with the coming of the Aboriginal people around 75,000 years ago, the
impact of European settlement and waves of immigration up to the present.
Barwick, J; Barwick, J 2000, The search for farmland: Australian exploration from 1813 to
1836, (Explorers of Australia), Echidna Books, Abbotsford, Vic.
An account of the journeys of George Evans to search for agricultural land, an inland sea and
to trace the course of rivers. It includes appropriate references to Aboriginal people.
Bereson, I, Pearson, J (ed.) 2001, Building the nation: from colonies to Federation, (Australia
past to present), Reed: Port Melbourne, Vic.
This covers Australias development from a group of settlements to colonies or states. Itacknowledges the existence of the Aboriginal nation and the lack of acknowledgement by the
British of the rights of Aborigines.
Bereson, I 2002, Thesettlement of Australia: how Australia's towns and cities grew, (Australia
past to present), Reed Education and Professional, Port Melbourne, Vic.
Assumes Aboriginal habitation from 65 000 BCE, and the existence of about 500 language
groups at the time of British settlement. The displacement of Aborigines is a dominant theme.
Edwards, C 2002, On board the Boussole: the diary of Julienne Fulbert, Laperouse's voyage of
discovery 17851788, Scholastic, Lindfield, NSW.
This text describes Laperouse's voyages important to Australia's history.
Gleeson, L 2001, The rum rebellion: the diary of David Bellamy, Sydney Town, 18071809,
Scholastic, Lindfield, NSW.
The diary describes life in the colony at the beginning of the nineteenth century, including the
use of rum as currency and the conditions of convicts, soldiers and free settlers.
MacDonald, W 1999, Life in a new land, (Australia's convicts), Macmillan Education Australia,
South Yarra, Vic.
This text focuses on convicts contribution to the establishment of new settlements and penal
stations. It includes facsimiles of government notices such as the arrival of female prisoners as
potential servants and ticket-of-leave men as police recruits.
Nicholson, J 1995, The First Fleet: a new beginning in an old land, Allen & Unwin, Sydney,NSW.
This book discusses people of the time, including Captain Arthur Phillip, marines and convicts. The
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Aboriginal Iora people who were dispossessed of their land are also featured.
During the learning process, you and your students should have developed a shared
understanding of the curriculum expectations identified as part of the planning process.
After students have completed the assessment, identify, gather and interpret the information
provided in student responses. Use only the evidence in student responses to make your judgment
about the quality of the student learning. Refer to the following documents to assist you in making
standards-referenced judgments:
Guide to making judgments
Indicative A response
Sample responses(where available).
Making judgments about this assessment
When using this judgment style, it requires the teacher or student to profile the degree of mastery
attained within a standard. For example, if the students work falls within the level of a B standard,
then indicate this by using a highlighter pen to colour the highest zone to identify the levelness of
their achievement.
For further information, refer to Using a Guide to making judgments, available in the
Resources section of the Assessment Bank website.
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Evaluate the information gathered from the assessment to inform teaching and learning strategies.
Involve students in the feedback process. Give students opportunities to ask follow-up questions
and share their learning observations or experiences.
Focus feedback on the students personal progress. Emphasise continuous progress relative to
their previous achievement and to the learning expectations avoid comparing a student with
their classmates.
Giving feedback about this assessment
The use of progressive peer feedback in Section 13 models the English writing strategies of
planning, drafting, revising, editing. proofreading and publishing. This reinforces the value in
students providing feedback to each other.
For further information, refer to Using feedback, available in the Resources section of
the Assessment Bank website.
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Appendix A
B
Research organiser
Name: ...............................................................................
Picture or sketch of person
Details of references consulted
Primary sources
....................................................................................
Secondary sources
....................................................................................
....................................................................................
....................................................................................
Contact with white or Indigenous peoples
............................................................................................................
............................................................................................................
............................................................................................................
.............................................................................................................
............................................................................................................
.............................................................................................................
Transportation/artefacts/tools of
the trade
....................................................................................
Primary/secondary source:
....................................................................................
....................................................................................
....................................................................................
....................................................................................
Significant facts
...................................................................................
....................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
Life details
Born ..............................................................................
Early life ........................................................................
Later life ........................................................................
Died ..............................................................................
Other ..............................................................................
Primary/secondary source:
....................................................................................
....................................................................................
Important roles/contributions
....................................................................................
....................................................................................
....................................................................................
....................................................................................
....................................................................................
....................................................................................
....................................................................................
Map/routes/landmarks
Source name:
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
...................................................................................
Name of individual/s
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Appendix B
Thinking hats reflection sheet
Group members: ..................................................................................................................................................................
As a group, complete the following Thinking hats activity. Select one group member to neatly record each membersideas and responses.
WHITE HAT THINKING (the facts)
List a major contribution or role played byeach of your individuals.
RED HAT THINKING (the emotions)
Why do you think the rights of Indigenouspeople were ignored by the early Europeanexplorers?
a. ...................................................................................
...................................................................................
b. ...................................................................................
...................................................................................
c. ...................................................................................
...................................................................................
d. ...................................................................................
a. ....................................................................................
....................................................................................
b. ....................................................................................
....................................................................................
c. ....................................................................................
....................................................................................
d. ....................................................................................
YELLOW HAT THINKING (positive aspects)
Was it a good idea to occupy or explorethe selected areas? Why or why not?
BLACK HAT THINKING (negative aspects)
What disadvantages were caused by theirrole or contribution?
a. ...................................................................................
...................................................................................
b. ...................................................................................
...................................................................................
c. ...................................................................................
...................................................................................
d. ...................................................................................
a. ....................................................................................
....................................................................................
b. ....................................................................................
....................................................................................
c. ....................................................................................
....................................................................................
d. ....................................................................................
BLUE HAT THINKING (the big picture)
Imagine you could establish Australia allover again. Knowing what you know now,what would you do differently?
GREEN HAT THINKING (creative/new ideas)
What would Australia look like if you couldredesign it so it meets both Indigenous andwhite needs? Why?
a. ...................................................................................
...................................................................................
b. ...................................................................................
...................................................................................
c. ...................................................................................
...................................................................................
d. ...................................................................................
a. ....................................................................................
....................................................................................
b. ....................................................................................
....................................................................................
c. ....................................................................................
....................................................................................
d. ....................................................................................
Note: Maltese psychologist Dr Edward De Bono created the six thinking hats method in 1985. Its purpose is tounscramble thinking so that a person can use one thinking mode at a time instead of trying to do everything at once.
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