Year 5Yearly Overview - Australian Curriculum: HistoryNorthern Region Planning
Identify curriculum / Year level description / Year 5 level description: The Australian ColoniesThe Year 5 curriculum provides a study of colonial Australia in the 1800s. Students look at the founding of British colonies. and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns.
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 through the use and interpretation of sources.
The key inquiry questions at this year level are:
•What do we know about the lives of people in Australia’s colonial past and how do we know?
•How did an Australian colony develop over time and why?
•How did colonial settlement change the environment?
•What were the significant events and who were the significant people that shaped Australian colonies?
Achievement standard / By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in
the past. They describe the significance of people and events in bringing about change.
Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.
Adjustments for needs of learners / Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning.)
Details of adjustments for student needs are identified in theclass profileandclass datafrom Reading, Spelling and Naplan results and planning for units and routines.
Teaching and learning / Aboriginal and Torres Strait Islander perspectives / History provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
•Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
•Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live
•Aboriginal peoples’ and Torres Strait Islander peoples’ contributions to Australian society and cultures.
The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. For Aboriginal and Torres Islander students, it provides an opportunity to see themselves within the curriculum and in an educational setting that respects and promotes their cultural identities. Students are taught that Australian Aboriginal societies are the longest surviving societies in the world and that Aboriginal and Torres Strait Islander peoples are two distinct groups. Students learn about Aboriginal and Torres Strait Islander occupation of the continent prior to colonisation by the British, and the ensuing contact and conflict between these societies. Students develop an awareness of the resilience of Aboriginal peoples and Torres Strait Islander peoples and the ways in which their expertise and experiences in contemporary science, education, the arts, sport and tourism; their inventions; and their knowledge of medicine have contributed to the development of a culturally diverse Australian society.
General capabilities and crosscurriculum priorities / Opportunities to engage with:
Key to general capabilities and cross-curriculum priorities / Literacy Numeracy ICT capability Critical and creative thinking Personal and social capability Ethical behaviour Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Unit 1 / Unit 2 / Unit 3 / Unit 4
The sequence of learning may alter according to local, community or global events or student interests. Changes should be negotiated with the APC/SCO and noted in overview.
Key Inquiry Question/s / What do we know about the lives of people in Australia’s colonial past and how do we know? / How did an Australian colony develop over time and why?
How did colonial settlement change the environment? / What were the significant events and who were the significant people that shaped Australian colonies? / What were the significant events and who were the significant people that shaped Australian colonies?
Teaching and learning / Content Descriptions / The nature of convict or colonial presence,
including the factors that influenced patterns of
development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and
Torres Strait Islander Peoples) and how the
environment changed. / Reasons (economic, political and social) for the
establishment of British colonies in Australia
after 1800.
The nature of convict or colonial presence,
including the factors that influenced patterns of
development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and
Torres Strait Islander Peoples) and how the
environment changed. / The impact of a significant development or eventon a colony; for example, frontier conflict, the goldrushes, the Eureka Stockade, internalexploration, the advent of rail, the expansion offarming, drought. / The role that a significant individual or group
played in shaping a colony; for example,
explorers, farmers, entrepreneurs, artists, writers,
humanitarians, religious and political leaders,
and Aboriginal and/or Torres Strait Islander
peoples.
The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.
Elaborations /
- investigating colonial life to discover what life was like at that time for different inhabitants (for example a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, language, housing and childrens' lives'.
- investigating the reasons for the establishment of one or more
- Mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as
patterns
- Investigating the impact of settlement on the environment (for example comparing the present and past landscape and the flora
- Investigating an event or development and explaining its economic, social and political impact on a colony (for example the
Islanders on sugar farming and the timber industry; the impact ofthe Eureka Stockade on the development of democracy)
- Creating ‘what if’ scenarios by constructing different outcomes for akey event, for example ‘What if Peter Lalor had encouraged goldminers to pay rather than resist licence fees?’
- investigating the contribution or significance of an individual orgroup to the shaping of a colony in the 1800s (for example groups
Lawson and Wentworth, G.J.Macdonald,
Elizabeth and John Macarthur, Caroline
Chisholm, Saint Mary Mackillop, Peter Lalor,
James Unaipon)
- Exploring the motivations and actions of an individual or group that
- Identifying the reasons why people migrated to Australia in the 1800s (for example as convicts; assisted passengers; indentured
Irish Potato Famine and the Highland Clearances)
- lnvestigating the experiences and contributions of a particular
Territory, Chinese at PalmerRiver, Pacific Islanders in the Torres Strait)
- Connecting (where appropriate) stories of migration to students’ own family histories
Recommended Texts for unit / All you need to teach history: Macmillan (Ages 10+)
Ref: 31298
The Australian Colonies BK5 Ref: 29423 p. 16-27
First Fleet: Life in the Colony Ref: 30168 / All you need to teach history: Macmillan (Ages 10+) Ref: 31298
The Australian Colonies BK5 Ref: 29423 p. 6-14 and p. 31-32
Colonial Australia: Queensland Ref: 31294 p. 30 / All you need to teach history: Macmillan (Ages 10+) Ref: 31298
The Australian Colonies BK5 Ref: 29423 p. 29-43
Migration to Australia:19th Century Ref: 30171 p. 22 / All you need to teach history: Macmillan (Ages 10+) Ref: 31298
The Australian Colonies BK5 Ref: 29423 p. 45-62
Migration to Australia:19th Century Ref: 30171 p. 1-16
Links to other
Learning Areas / English, Geography, Maths, The Arts / English, Geography, Maths, The Arts / English, Geography, Maths, The Arts / English, Geography, Maths, The Arts
evelop assessment / Teachers, students and other relevant stakeholderscollecta body of evidence to inform teaching and learning and to make balanced judgements about student achievement. This becomes a dynamic record of examples of a child’s learning and development.
Unit 1 / Unit 2 / Unit 3 / Unit 4
Assessment for Learning – (Formative) / Week / Assessment instrument / Week / Assessment instrument / Week / Assessment instrument / Week / Assessment instrument
Portfolio of Evidence
The focus of the collection of workidentifies the nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed and may include:
•written explanations
• retrieval charts / graphic
organisers
•questions of, and responses to,
source material
• debates or discussions (with
notes)
•annotated timelines
•labelled maps
• interviews
•physical/visual artefacts
•annotated photographs
• historical narratives (inc
biographies, recounts, journal
and diary entries…)
• research notes
• re-enactments and roleplays. / Portfolio of Evidence
The focus of the collection of work identifies reasons (economic, political and social) for the establishment of British colonies in Australia after 1800
and
the nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the
environment changed and may include:
•written explanations
• retrieval charts / graphic
organisers
•questions of, and responses to,
source material
• debates or discussions (with
notes)
•annotated timelines
•labelled maps
• interviews
•physical/visual artefacts
•annotated photographs
• historical narratives (inc
biographies, recounts, journal
and diary entries…)
• research notes
• re-enactments and roleplays. / Portfolio of Evidence
The focus of the collection of work identifies the impact of a significant 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 and may include:
•written explanations
• retrieval charts / graphic
organisers
•questions of, and responses to,
source material
• debates or discussions (with
notes)
•annotated timelines
•labelled maps
• interviews
•physical/visual artefacts
•annotated photographs
• historical narratives (inc
biographies, recounts, journal
and diary entries…)
• research notes
• re-enactments and roleplays. / Portfolio of Evidence
The focus of the collection of work identifies the role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers,
humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples
and
the reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony and mayinclude:
•written explanations
• retrieval charts / graphic
organisers
•questions of, and responses to,
source material
• debates or discussions (with
notes)
•annotated timelines
•labelled maps
• interviews
•physical/visual artefacts
•annotated photographs
• historical narratives (inc
biographies, recounts, journal
and diary entries…)
• research notes
• re-enactments and roleplays.
Assessment for Learning(Summative) / Inquiry/Report: Life of a colonial inhabitant (eg Convict, Free Settler, Europeans, Aboriginal & Torres Strait Islander)
Poster: Interview (Q&A) an inhabitant from early colonial life identifying what life was like at the time re aspects of daily life including food, clothing, housing, work practices, language and leisure. / Annotated Timeline: establishment of British colonies in Australia after 1800 (eg MoretonBay, SwanRiver and expansion of colonies)
Inquiry/PMI: Impact of settlement on the environment / Illustrated Historical Narrative: The Eureka Stockade
Research report:: The Australian Gold Rush (report is presented orally)
Written Creative Memoire : From perspective of gold prospector just prior to the Eureka Uprising (refer to English overview/unit) / Annotated Timeline: Mackay’s early history
Narrative: The influence of significant individual or group in shaping Mackay (eg John Mackay, John Greenwood Barnes)
KEY
General capabilities / Cross-curriculum priorities / Language modes
Literacy
Numeracy
Information and communication technology competence
Critical and creative thinking
Ethical behaviour
Personal and social competence
Intercultural understanding / Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia's engagement with Asia
Sustainability / Listening
Speaking
Writing
Reading / LAN 1.1 Language Strand Yr 1 descriptor no. 1
LAN 1.2 Language Strand Yr 1 descriptor no. 2
LTR 1.1 Literature Strand Yr 1 descriptor no.1
LTR 1.2 Literature Strand Yr 1 descriptor no.2
LTC 1.1 Literacy Strand Yr 1 descriptor no.1
LTC 1.2 Literacy Strand Yr 1 descriptor no.2
etc…
Year 5 History: review for balance and coverage of content descriptions, including emphasis on historical understandings
Queensland Studies Authority May 2012|1
Historical Knowledge and Understanding / Historical SkillsHistorical Knowledge / 1 / 2 / 3 / 4 / Historical Understandings[1]
The key concepts for developing historical understanding are: / 1 / 2 / 3 / 4 / Historical Skills / 1 / 2 / 3 / 4
The Australian Colonies / Sources
Written or non-written materials that can be used to investigate the past. A source becomes “evidence” if it is of value to a particular inquiry. / / / / / Chronology, terms and concepts
Reasons (economic, political and social) for the
establishment of British colonies in Australia
after 1800. / / Sequence historical people and events / / / /
Use historical terms and concepts / / / /
Historical questions and research
The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal peoples and Torres Strait Islander peoples) and how the environment changed. / / / Continuity and change
Continuities are aspects of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations. / / / / / Identify questions to inform an historical inquiry / / / /
Identify and locate a range of relevant sources / / / /
Analysis and use of sources
Locate information related to inquiry questions in a range of sources / / / /
Compare information from a range of sources / /
The impact of a significant 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. / / Cause and effect
The relationship between a factor or set of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time. / / / / / Perspectives and interpretations
Identify points of view in the past and present / / / /
Explanation and communication
The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. / / Perspectives
A point of view or position from which events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values. / / / Develop texts, particularly narratives and descriptions, which incorporate source materials / / / /
The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and/or Torres Strait Islander peoples / / / Use a range of communication forms (oral, graphic, written) and digital technologies / / / /
Empathy
An understanding of the past from the point of view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions. / / /
Significance
The importance that is assigned to particular aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered. / / / /
Year 4 English: review for balance and coverage of content descriptions
adapted from Queensland Studies AuthoritySeptember 2018 | 1
adapted from Queensland Studies AuthoritySeptember 2018|1
[1]The historical understandings are derived from the content descriptions and achievement standards, and are supported by Historical Skills. The Year level description provides information about the development of historical understandings through key concepts.The definitions of historical understandings are based on the glossary terms published in Australian Curriculum v3.0: History for Foundation-10,