Unit Goals: Exploring the changes that shaped Australia
As a result of this unit, I will
Unit Learning Goal 1: Historical Knowledge and Understanding
I will . . .
Unit Learning Goal 2: Historical Knowledge and Understanding
I will . . .
Unit Learning Goal 3: Historical Skills
I will . . .
Unit Learning Goal 4: Historical Skills
I will . . .
Historical Knowledge and Understanding
Yr. 5 (The Australian Colonies):
- I will understand the reasons for the establishment of British colonies in Australia after 1800.
- I will understand what was the daily life of the convicts, other settlers orAboriginal and Torres Strait Islander peoples,like. What factors influenced the development of the colony and how was the environment changed.
- I will understand the impact of an important development or event on a colony.(For example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought)
- I will understand the reasons people migrated to Australia from Europe and Asia.
- I will understand the experiences and contributions of a particular migrant group within thecolony.
- I will understand the role that animportant individual or group played.(For example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples.)
Yr. 6 (Australia as a Nation):
- I will understand the experiences of becoming and being an Australian citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children.
- I will understand the stories of groups of people who migrated to Australia and the reasons they migrated.
- I will understand the contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.
Historical Skills
Yr. 5:
- I will identify the causes and effects of change on someearly colonial communities.
- I will describe aspects of the past that remained the same.
- I will describe the different experiences of some people in the past.
- I will describe the how, and why, certain people and events brought about change.
- I will sequence events and people (their lifetime) in chronological order, using timelines.
- WhenresearchingI willdevelop questions to develop an historical investigation.
- I willchoose a range of sources and locate and record relevant information formy historical investigation.
- I will examine different sources to identify points of view.
- I will develop, organise and present texts, particularly narratives and descriptions, using historical terms and concepts.
Yr. 6:
- I will identify change in Australian society and describe the causes and effects of this change.
- I will compare the different experiences of people in the past.
- I will explain the importance of an individual and group.
- I will sequence events and people (their lifetime) in chronological order, and represent time by creating timelines.
- When researching, I will develop questions to develop an historical investigation.
- I will identify a range of sources and locate and compare information to answer my research questions.
- I will examine sources to identify and describe points of view.
- I will develop texts, particularly narratives and descriptions.
- In developing these texts and organising and presenting my information, I will use historical terms and concepts and incorporate relevant sources.
Example of Unit Goals: The Power of the Weather
As a result of this unit, I will
Unit Learning Goal 1: Science
I will . . . Understand key weather terms, including:
air mass atmosphere hurricane
front (cold, warm, stationary) evaporation tornado
precipitation El Nino cirrus, cumulus, stratus
barometer humidity air pressure
Unit Learning Goal 2: Science
I will . . . Understand how interactions of air masses, as they move across the oceans and land, create fronts and how these fronts become thunderstorms, tornadoes, and hurricanes.
Unit Learning Goal 3: Science
I will . . . Know the major types of clouds, how they are formed, and to what weather patterns they are
related.
Unit Learning Goal 4: Science
I will . . . Be able to use a barometer and a thermometer to gather, analyse, and interpret weather data.
Unit Learning Goal 5: Geography
I will . . . Understand how physical geographic factors—weather—influence human behaviour and historic
events.
Unit Learning Goal 6: Literacy
I will . . . Understand elements of literature, specifically how weather, as part of setting, influences plot.
Personal Learning Goals: During this unit, I will . . .