HISTORY OVERVIEW, TERM 1 - The Curriculum Web viewHISTORY OVERVIEW, TERM 1. Unit Title: ... Achievement Standard. By the end of the Foundation year, ... Surprise for Children

HISTORY OVERVIEW, TERM 1UNIT TITLE: Could my Grandmother have watered this tree when she was my age?

UNIT OUTLINE CONTENT DESCRIPTIONS ASSESSMENT (A)In this unit students will research and investigate the key inquiry question – Who is my family and how do I know?

Students will identify the people in their family and where they were born and raised.

Historical Knowledge and Understanding

1. Who the people in their family are, where they were born and raised and how they are related to each other

Historical Skills

2. Explore a point of view / perspective

3. Explore a range of sources about the past

4. Use a range of communication forms (oral, graphic, written, role play) and digital technologies

1. Create a Voki to answer the big question

Achievement Standard

By the end of the Foundation year, students identify similarities and differences between families. They recognise how important family events are commemorated.

Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

LINKS TO OTHER LA’S

English

HISTORICAL CONCEPTS

Evidence

Cause and Effect

Perspectives

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer

Diocese of Cairns, Catholic Education Services


CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


natural, built and social environment2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions


learning (Visual information) assess the feasibility, possible risks and benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I be

sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TUNING IN RESOURCESSparking an interest: Place a picture of a lion, a Lion King toy, powdered footprints leading to a rock or an object related to the Lion King displayed in a prominent place in the classroom for a few days prior to the beginning of the unit. Together with your partner teachers compose a series of questions to frame the viewing of the video clip. E.g. What do you see here? Who do you think made these footprints? What are they leading to? What do you think we might find out? Should we investigate this further?

Lesson OneReveal the mystery behind the hidden/secret object.

Watch video clip: Remember who you are? From The Lion King http://youtu.be/O7fXfCZ4sB4

Put children into groups of four and each group has a special box (see resources).

Discussion Focus: There is a picture of the most important person in the world in this box. Who do you think this is? Brainstorm as a whole group and record who the children think is the most important person.

Small groups of four –Each group is given a box with a lid on and a mirror in the bottom.In the small groups (with an adult if possible) children have a look in the box. They share with the children in their group about their own features – (Blue eyes, Long brown hair, freckles etc.) Adult could help the children to focus on giving details of the features.

Follow-up Activities in preparation for next week’s lesson.Children work with the school officer in a small group of two or three children to produce a black ink Self portrait. (Example in

Student Resources:1. Box with a mirror glued in the

bottom – one between 2. Photo of each child ,big mirrors,

black ink pens (Follow –up activity)

Teacher Resources:1. Youtube clip:

http://youtu.be/O7fXfCZ4sB42. Paper or white board for

recording Brainstorm ideas

EVIDENCE OF LEARNING

Anecdotal notesObservations Conversations with studentsGeneral participation


http://youtu.be/O7fXfCZ4sB4

http://youtu.be/O7fXfCZ4sB4

Appendices). Children focus using the mirror and a photograph to draw details in their art work – eyes, nose, ears, eye lashes, eye brows etc. Portraits are to be displayed so that history is made visible.Surprise for Children – Prior to Parent Information Night a letter is to go home inviting parents to engage in an activity during Parent Night that will be a surprise for their child the following day. On the night leave children’s portraits out for parents to view along with materials for the parent to create their own family portrait to be left for children to see at school the next day.

HISTORICAL LANGUAGEFamily historiesFamily RelationshipsHistory


WEEK 1 2 3 4 5 6 7 8 9 10



EXPLORING RESOURCESLesson Two: Children bring the ink Self-portrait (or a photo if no self-portraits) to the group.

1. Discuss: What did the children find out about themselves as they engaged in the process of the self-portrait. Eg. Colour of eyes, shape of face, type of hair etc

2. Teacher will model sharing ‘Who do I look like? And who am I like in my family? Going beyond the first generation. Eg. I look like my Mum and I can draw like my Grandfather Pair share: Who are you like? Share with your partner - one person you look like and one person you are like Eg. I look like my Dad, and I can cook like my Mum)

3. Group Share: Choose children to share at the group level – (those who have been able to identify who they are like in the pair share.) Establish that we have traits/ characteristics that are similar to our parents and grandparents.

4. Finish off activity: Songs/Finger Plays. Eg Here are Grandma’s glasses, here is Grandma’s hat, this is the way she folds her hands and puts them in her lap. Here are Grandpa’s glasses, here is Grandpa’s hat, this is the way he holds his hands, and has a little nap. (Snores)

Lesson Three1. Remind children of the clip from “The Lion King” - Simba had lost his way. He was told to “remember who he was” to help him find his way. What did Simba need to do to “remember who he was?” - He had to find out who his family was? So what did he do? He went home. Show them the picture of ‘Simba returns home’ and display in

Student Resources: Ink self-portrait or photo

Teacher Resources: Teacher may bring in photo of themselves

and one of parent/grandparent for sharing. For those who aren’t comfortable sharing own photos or examples, use the example given and google an old photo/recipe and use that

‘Simba returns home’ picture

Video clip http://www.youtube.com/watch?v=rdZ2BK-dkGc&feature=related




classroom.

2. Show the video Clip of Simba going home: http://www.youtube.com/watch?v=rdZ2BK-dkGc&feature=related3 Establish with the children that Simba had to go home to find out about his family and who he was. How could we remember who we are? - Go home and find out about who is in our family? Where we come from? What are some questions that we could ask to help us?

Teacher models: Sharing of information with think aloud statements sharing the questions that you posed, the information that you gained and the sources that you drew upon. (Show Pictures/artefacts/DVD etc)

Teachers are to draw on their own experiences. The following is to be used as an example only.Show photo of yourself sitting under a tree. Display photo on IWB or whiteboard . I have been thinking about Simba seeing his reflection in the water and how he knew that he looked like his dad. He needed to find out who he was and so he went home to do that. When I went home, I sat under this big tree and began to think about “Who I am?” I found a photo album and inside I found a photo of my Mum and Dad and also my grandparents. When I look at this photo, I see that I look like my mother and my grandmother. I also have 2 brothers and a sister. We were all born in Cairns and that made me think about where my parents might have been born. So I went to my Mum to asked her where she was born. I spent a long time talking with my Mum and I found out that she had copies of my Grandma’s birth certificate. This certificate told me that my Grandma was born in Ireland. She had old photos, recipes that were my Grandma’s, and a beautiful lace cloth that belonged to my Great Grandmother. I found out about all my Grandparents, by looking at photos, talking with my Mum, looking at things that belonged to my Grandparents - certificates, forms, dvd’s. (If possible put photos up of the members of your family and it is important to explicitly demonstrate the links between the members of the family. Eg. Brother, sister, Mother, Grandmother etc. Also record where the individual members of the family were born.) At the end, draw attention back to the photo of you sitting under the tree. Ask the Question: Could my Grandmother have watered this tree when she was my age?

Brainstorm ideas for possible questions to guide investigation and record. E.g – Where were you born? Where were your parents/grandparents born? Who is in

your family? Does your family have anything special that connects them to where they've come from? E.g. – a pasta recipe, an old photo, a piece of clothing or a toy. Make connections to the place of birth, of parents and grandparents.


Could your Grandmother have watered ‘this tree’ when she was as old as a Prep? (Use response picture – photo taken of a large tree in the schoolyard/tree in a park in Cairns)

HISTORICAL LANGUAGE

WEEK 1 2 3 4 5 6 7 8 9 10



LOOKING RESOURCESStudents look for information at home about their family. This activity could be sent home with their book for students to collect information. Sources that they may use might include:

Photographs Talking to parents/ Grandparents/ Aunts/Uncles Looking at artefacts of parents or grandparents – recipe books, Medals, family heirlooms DVD’s

As children are looking for information they can bring in artefacts they discover from their research. Teachers might like to have 1 week of show and share where students bring in an artefact and share with their peers that way. Display in the classroom – either through photos or pictures of artefacts shared or artefacts (non-breakable) could be left behind in the classroom to display.

Student Resources:Personal artefacts

Teacher Resources:Artefacts used for modelling




HISTORICAL LANGUAGEArtefactsSources Photograph Medal Heirloom


WEEK 1 2 3 4 5 6 7 8 9 10



SORTING RESOURCESLesson FourStudents bring back information about where family members were born. Eg. Photos, DVD, etcSorting Activity: Place a masking tape line down the middle of your classroom. Use identified focus questions to sort information with children to see who has what in common. Do you have a parent / grandparent:

born and raised in Cairns / not in Cairns born in QLD / another state in Australia born in Aus / another country

Discuss findings – e.g. one child had both parents born in Cairns, 6 children had family born in another country, 3 children were born in another country.

Create a Family Tree – students use the family tree sheet to draw/stick photos of their family members as a reference when creating a Voki presentation

Student Resources:Information collected – photos, DVD’s, recipes Scissors and glue

Teacher Resources:Family Tree resource sheet



HISTORICAL LANGUAGE


WEEK 1 2 3 4 5 6 7 8 9 10



TESTING RESOURCESLesson FiveTesting information gathered against the big question ‘Did my grandmother water this tree?’- children step through circles towards the middle depending on where they, their parents and grandparents were born and raised. Those who reach the middle circle are those whose Grandmother COULD have watered the tree when she was as old as them. See example in appendices

As a summary to this lesson, create a display poster using a blown up A3 copy of the circle activity sheet and place the faces of students whose Grandmother was raised in Cairns in the middle circle. This can be referred to again for students who missed the activity. Display along with other information/artefacts collected during this unit – e.g. Simba toy from the beginning of the unit.

Teacher Resources:Circles marked on ground in tapeCircle activity notesStudent photosA3 copy of circle activity to be used as a display

EVIDENCE OF LEARNINGAnecdotal notesObservations Conversations with studentsGeneral participation

HISTORICAL LANGUAGE

REFLECTION



WEEK 1 2 3 4 5 6 7 8 9 10



ACTING RESOURCESLesson 6, 7 & 8 creating a ‘Voki’ to answer and share the big question

Model use of language and the type of information you are looking for. E.g ‘a’ response (all information of family members is included) “My name is Catherine. I was born in Melbourne, Victoria along with my older brother Andrew and my younger sister Elizabeth. My Mum, Brenda was born and raised in Liverpool, England until she was 12 years old then she travelled to Australia with her family. My father, Trevor was born and raised in Dandenong, Melbourne. My Dad’s parents Irene and Jim are my Grandparents on Dad’s side. They were both born and raised in parts of Melbourne, Australia. My Mums parents – my Grandparents Fred and Betty, were both born in different parts of England. My Nana was born and raised in Black Pool and my Grandad was born and raised in Notting Hill. My Grandmother could not have watered the tree when she was Prep age because she was not in Cairns at that age and has only been to Cairns in the last few years to holiday. I found out this information from my Nana, some from my Mum, and by looking at photos and hearing stories from some of my Aunties and Uncles.”

Voki is a free program from www.voki.com . Activity: Children are to create an avatar of their Grandmother, voice record information gathered telling where they were born and raised. They are to tell their audience where their son or daughter (child’s father or mother) was born and raised and grandchild (the child themselves) was born and raised.

Use of ICT time to complete the avatar would be beneficial – children will need some time and help to create and complete their avatar.

As an alternative for teachers who do not have access to Voki program, students can prepare an oral presentation with information gathered to present to the whole class instead.

Student Resources:Sources of information – parents, Grandparents, photos, recipes, etcFamily Tree – as reference

Teacher Resources:Voki www.voki.com

ASSESSMENT OPPORTUNITIESCreating a Voki to answer the Big Question based on information gathered

HISTORICAL LANGUAGE


http://www.voki.com/

http://www.voki.com/

InformationAvatar

REFLECTION


WEEK 1 2 3 4 5 6 7 8 9 10



REFLECTING RESOURCESLesson 9 & 10 Invite buddy class to come and share Voki presentations with them. Older buddies can discuss information they have listened to further with their Prep buddy following the presentations. Voki’s can be put into the child’s iWeb along with their portrait and any other work completed during the unit or burnt onto a CD for children to take home. Websites can be shared with Parents – ‘My History – a year in the making’

Student Resources:Voki presentationiWeb

Teacher Resources:Voki presentations – burnt to CD, collected on file, etc

EVIDENCE OF LEARNINGAnecdotal notesObservations Conversations with studentsGeneral participation

HISTORICAL LANGUAGE

REFLECTION



Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)


ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials


Documents

HISTORY OVERVIEW, TERM 1 - The Curriculum Web viewHISTORY OVERVIEW, TERM 1. Unit Title: ... Achievement Standard. By the end of the Foundation year, ... Surprise for Children