Hsie Assign 2 Marked

EMH419 Curriculum Studies: Society and Environment
Assessment item 2: Unit of Work
Marking criteria Pass Credit Distinction High Distinction

Articulates a rationale Demonstrates Demonstrates Demonstrates Demonstrates
for teaching that adequate level of appropriate level of comprehensive excellent level of
underpins the content insight and insight and concept level of insight and insight and concept
and purpose of the unit concept articulation. Allows for concept articulation. Clearly
and that aligns with the articulation. open ended learning articulation. Clearly allows for open
rationale of the Clearly explains and encourages some allows for open ended learning and
syllabus. links to curriculum higher level thinking. ended learning and encourages
and best practice Clearly explains links to encourages higher higher level
subject delivery. curriculum and best level thinking. thinking. Clearly
practice subject Clearly explains explains links to
delivery. links to curriculum curriculum and best
and best practice practice subject
subject delivery delivery with
with reference to strong reference
literature. to literature.
Outcomes & content Adequate Appropriate Comprehensive Excellent

are from the syllabus awareness of awareness of skills, awareness of skills, awareness of skills,
and are stage skills, knowledge knowledge and knowledge and knowledge and
appropriate. and conceptual conceptual conceptual conceptual
understandings understandings understandings understandings
expressed through expressed through expressed through expressed through
outcomes and are outcomes and are outcomes in stage outcomes in stage
stage appropriate. stage appropriate. appropriate ways. appropriate
Several concept Several concept areas Planning shows ways. Planning
areas used used (History only). insight and shows excellent
(History only). developed insight and
understanding of developed
learning. understanding of
learning.
Teaching/learning Demonstrates a Demonstrates a Demonstrates a Demonstrates a

activities are capacity to teach capacity to teach in high level highly
interesting, challenging in ways that ways that effectively capacity to teach sophisticated
& varied & are directly appropriately promote quality student in ways that capacity to teach
related to the outcomes promote student learning & effectively in ways that
& indicators. A range of learning & engagement. promote quality effectively promote
strategies have been engagement. student learning & quality student
used. Systematic engagement. learning &
quality teaching engagement.
occurs.
You demonstrate the

potential of electronic
resources like Google
Earth for teaching
mapping skills and
hypothesizing about
place based
issues…e.g. the
location of the Great
Northern road.
Jacqueline Southwell 1
An appropriate inquiry Inquiry process is Inquiry process is Inquiry process is Inquiry process
framework is used to sufficiently effectively outlined. A creatively applied. shows evidence of
structure the unit. outlined. Inquiry sound understanding A comprehensive originality. An
Inquiry questions frame sequence of the inquiry process is understanding of accomplished
the unit as a whole and provides a evident. An inquiry the inquiry process understanding of
sub-questions quide satisfactory question frames the is evident. A the inquiry process
the teaching and structure for the unit & sequences. considered inquiry is evident. A
learning sequence. unit. Opportunities are question frames the considered inquiry
provided for students to unit & sequences. question frames the
frame the inquiry, Quality unit & sequences.
collect & analyse data, opportunities are Quality
and engage in effective provided for opportunities are
action. students to frame provided for
the inquiry, collect students to frame
& analyse data, the inquiry, collect
and engage in & analyse data,
effective action. and engage in
effective action.
Relevance of content to Considers the The SOSE teacher’s A critical A synthesised
the local area. SOSE teacher’s role in promoting place- understanding of comprehension of
role in promoting based pedagogy is the SOSE teacher’s the SOSE teacher’s
A real strength. place-based developed. role in promoting role in generating
teaching. A sound capacity to place-based place-based
Demonstrates a relate local issues to pedagogy is pedagogy is
capacity to relate the syllabus & evident. A sound evident. A
local issues to classroom practice is capacity to relate sophisticated
the syllabus & clear. Multiple local issues to the capacity to relate
classroom opportunities are syllabus & local issues to the
practice. Some provided for students to classroom practice syllabus &
links evident undertake learning is clear through classroom practice
between content outside the classroom sustained and is in evidence
and the local area. and ‘in place’ to embedded through sustained
enhance understanding opportunities for and embedded
of content. place-based opportunities for
learning. place-based
learning.
Effective unit Response Response includes an Response includes Response includes
introduction & a includes a effectiveunit a comprehensive an excellent unit
conclusion that that satisfactory unit introduction and a unit introduction introduction and a
engages students & introduction and a conclusion that and a conclusion conclusion that
reinforces learning. conclusion that soundly engages that critically shows evidence
satisfactorily students & reinforces engages students of originality to
engages students learning. & reinforces engage students &
& reinforces learning. reinforce their
learning. learning.
Opportunities for Opportunities for Opportunities for Opportunities for Excellent
students to develop students to students to develop students’ opportunities for
their values & attitudes develop values values and attitudes in knowledge & students’
& their skills of social & and attitudes in relation to social & civic understanding, knowledge &
civic relation to social & participation through skills, & values and understanding,
participation. Opportuni civic participation explicit attention to attitudes in relation skills, & values and
ties for students to be through effective teaching strategies and to social attitudes to be
engaged in effective teaching content that promote responsibility to be thoughtfully and
action. strategies that social responsibility. All well developed in creatively
Helpful community promote social elements of syllabus unit. All elements of developed in unit.
involvement in the responsibility. learning are given syllabus learning All elements of
project. attention. are given critical syllabus learning
attention. are given attention.
Demonstrates the Assessment Assessment Assessment is Assessment is
ability to plan considerations for considerations for the authentic, arising authentic, arising
integrated assessment the unit are unit are outlined in a naturally from naturally from
that is authentic and outlined in a coherent and justified experiences, is experiences, shows
allows all students to satisfactory manner. Formative and accomplished, creativity and
demonstrate their manner. summative assessment and caters for a ingenuity, caters
learning. Formative and opportunities are wide range of for a wide range of
summative planned for and are learning styles. learning styles.
A strength. You’ve assessment explicitly linked to There is clear There is clear
planned this very opportunities are outcomes and inquiry sequencing in the sequencing in the
systematically so that planned for and sequences. assessment assessment
the assessment is are explicitly process. Formative process. Formative
thorough & diagnostic. linked to outcomes and summative and summative
and inquiry assessment assessment
sequences. opportunities are opportunities are
planned for and are planned for and are
explicitly linked to explicitly linked to
outcomes and outcomes and
inquiry sequences. inquiry sequences.
Sufficient detail from Unit of work Unit of work Unit of work Unit of work
which to teach. User- appropriately appropriately appropriately appropriately
friendly layout that structured. Ideas structured. Ideas are structured. Ideas structured. Ideas
makes the unit easy to are appropriately coherent & clearly are coherent & are coherent &
follow. Edits to ensure presented. A presented. A sound clearly presented. clearly presented.
spelling, typing, satisfactory level level of detail from A high level of An excellent level
grammar and of detail from which to teach. Work is detail from which to of detail from which
punctuation are which to edited. Fewer than 3 teach. All work to teach. All work
correct. teach. Work is errors throughout. correctly edited and correctly edited and
edited. Fewer than presented to a presented to a
Activities are well 5 errors standard that standard that
scaffolded & students throughout. reflects their reflects their
would be assisted to professionalism. professionalism.
achieve mastery.
Demonstrated Considers the The SOSE teacher’s A critical and An excellent,
understanding of SOSE teacher’s role in promoting comprehensive synthesised
curriculum integration role in promoting curriculum integration understanding of comprehension of
through the inclusion curriculum is well developed. the SOSE teacher’s the SOSE teacher’s
of a literary text & integration. A sound capacity to role in curriculum role in generating
explicit teaching of a Demonstrates a relate literacy to the integration is curriculum
text type. capacity to relate SOSE syllabus & evident. A very integration is
literacy issues to classroom practice is high level evident. An
the SOSE syllabus clear. capacity to relate excellent capacity
& classroom literacy issues to to relate literacy
practice. the SOSE syllabus issues to the
& classroom SOSE syllabus &
practice is clear. classroom practice.
Resources are clearly Resources Resources identified Resources Resources

listed & supporting identified and and supplied & of identified and identified and
materials (A4 size) have
supplied & of above satisfactory supplied & of high supplied & of
been included. satisfactory quality to promote and quality. excellent quality.
quality to promote engage learners. Resources Resources are
Resources are base on learning. current and some current and
an impressive are original. original.
knowledge of the local
area and detailed
research.
Electronic/IT resource/s Electronic/IT Electronic/IT resources Electronic/IT Electronic/IT
have the following resources identified & of above resources identified resources identified
characteristics: Clear identified & of satisfactory quality in & of high quality in & of excellent
relevance to the unit; satisfactory relation to relevance & relation to quality in relation
appropriate quality in relation effectiveness. relevance & to relevance &
incorporation into the to relevance & effectiveness. effectiveness.
unit; effectiveness to effectiveness.
engage students &
contributes to student
learning in the unit.
IT expertise
demonstrated in a
range of appropriate
ways.
Jacqueline
I found this fascinating. You opened up some really interesting local issues in a way that Stage 2
students should find engaging and understandable. The activities focus on cultural sensitivity and
the mastery of inquiry skills including group work and IT competence. Students are given clear
directions about quality criteria and there are assessment points throughout for teachers to
monitor student mastery of the skills and concepts.
I hadn’t realized that so much work was being done documenting and sharing the Indigenous
history of the Sydney region.
Thanks.
50/60
Bob
EMH419 CURRICULUM STUDIES: SOCIETY AND ENVIRONMENT

HSIE Unit Topic
ASSESSMENT ITEM 2
‘The meeting place’

JACQUELINE SOUTHWELL
11568944
PLANNING FOR LEARNING - UNIT TOPIC RATIONALE
The unit to follow is based on the learning outcomes and content descriptor from the community and
remembrance strand of the History K-10 syllabus. The unit utilizes Gilbert & Hoepper’s ‘Social Investigation
Strategy’ (2014, p. 50) as well as many other teaching and learning strategies, including ‘The Jigsaw
classroom’ (Jigsaw classroom, 2015) and ‘Formal Cooperative Learning’ (Johnson., Johnson & Holubec,
1994). Through the use of these strategies students are able to develop historical language skills, empathy
and a deep understanding of the topic. As a result, students are able to communicate orally and in writing
to display their newly acquired knowledge, skills and comprehension. Students are engaged with the
introduction of stories of the past through tales of the Dreamtime and the inclusion of the literacy text ‘My
Place’ by Nadia Wheatley and Donna Rawlins.
Students are given the opportunity to explore the rich history that lives within the Wollombi valley through
the use of investigation, inquiry, research, critical thinking, critical analysis and the interpretation of a variety
of sources (Board of Studies NSW, 2012). The sources available to the students including guest speakers,
represent varying perspectives and as a result, can be evaluated using a range of methods to determine
their “relevance, accuracy, credibility and representativeness…in yielding historical evidence” (Hoepper,
2014, p. 183); these skills provide students with the expertise “to answer the question ‘How do we know?’”
(Board of Studies NSW, 2012, para. 3). Throughout the unit students are provided with “valuable, authentic
and engaging experiences” (Hoepper, 2011, p. 199), through the use of place-based education and by
utilizing the Wollombi valley and its rich source of Aboriginal culture and British heritage, students will have
the ability to see the Aboriginal sites first hand and participate in authentic activities including dance, food
gathering and art. This exposure to indigenous perspectives will “enable students to participate as active,
informed and responsible citizens” (Board of Studies, 2012).
The unit provides an opportunity for the teacher to include mini lessons based on the results of formative
and summative assessment; these can be directed at groups or the whole class as required.
ICT has been introduced throughout the unit in a variety of ways including a webquest using Weebly with
pre-screened websites and information, the use of digital resources such as videos relevant to the topic
and composing, editing and submitting their final project using Microsoft Word Poster template. Students
will develop the ability to move between digital and non-digital mediums with ease and confidence
throughout the course of the unit. Students are given the opportunity to ‘take action’ and bring their new
knowledge to the greater community by presenting their group project in the local Wollombi Museum. This
will provide the community and tourists with an alternative perspective of the Wollombi valley history, which
until now has been untold. Due to the unfortunate lack of information on specific individuals this unit
focuses on the local groups and events.
LEARNING GOALS
- Think critically and communicate knowledge and understanding during inquiry discussions.
- Develop the ability to identify and analyse different points of view and determine whether a source is
appropriate and relevant to their focus question.
- Understand the importance of preserving significant sites from the past and passing on knowledge
and understanding as a way of preserving history.
- Work effectively and cooperatively in a group environment over a long period of time.
- Know when it is time to take action and how to present findings to a wide audience.
UNIT OF WORK
Topic: How did the local Aboriginal language groups and the event of the Great North Road contribute to
changes in the local community over time?
Syllabus: HSIE – History K-10 Stage: Stage 2
Outcomes
HSIE /K-10 History BoS
HT2-2 describes and explains how significant individuals, groups and events contributed to
changes in the local community over time
HT2-5 applies skills of historical inquiry and communication
English K-10 BoS
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and
technologies
EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an
understanding of purpose, audience and subject matter
EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when
responding to and composing texts
Geography K-10 BoS
GE2-1 examines features and characteristics of places and environments
Mathematics K-10 BoS
MA2-9MG measures, records, compares and estimates lengths, distances and perimeters in metres,
centimetres and millimetres, and measures, compares and records temperatures.
MA2-17MG uses simple maps and grids to represent position and follow routes, including using
compass directions
K-6 Creative Arts Syllabus BoS
VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and
appreciates the use of particular techniques.
The overview/big picture:
Learning: Students learn about the importance of Country and Place to Aboriginal people who belong to
a local area. They will be able to identify the original Aboriginal languages spoken in the local area, the
special relationship that Aboriginal people have to Country and Place and respond to Aboriginal stories
told about Country presented by a guest speaker. Students will be able to explain and describe the
significant groups and events and how they contributed to changes in the local community over time.
Assessment:
Formative Students will be assessed on samples of individual and group work throughout unit, anecdotal
notes taken throughout learning process based on observation of student participation during class and
group work and presentations. Assessment items include K-W-L charts, graphic organisers, narratives
and writing samples. Teachers to provide feedback to the students and discuss what can be done to
improve.
Summative Students to be assessed on their individual narrative planned and written during week 2,
assessing their understanding of the narrative writing process in particular their use of descriptive
language. During week 8, the final summative assessment will take place based on their involvement in
the unit discussions, participation in activities, engagement in research and learning and contribution to
the final project
Focus Inquiry Question:
How did the local Aboriginal language groups and the event of the Great North Road contribute to
changes in the local community over time?
Key words: Petroglyphs (Rock carvings), Narrative, dialects, perspectives, Colonisation, European,
British, settlers, Chronological, contribution,
Opportunities for place-based learning Throughout the school and or Beyond the school:
Students will have many place based learning opportunities including within school grounds, external to
school grounds during a visit to local Aboriginal sites and the opportunity to present their findings on site
at the local Historical Museum.
Knowledge/understanding/concepts - Content descriptor
The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a
local area. ACHHK060. Students:
 identify the original Aboriginal languages spoken in the local or regional area
 identify the special relationship that Aboriginal and/or Torres Strait Islander peoples have to Country
and Place
 respond to Aboriginal stories told about Country presented in texts or by a guest speaker
Skills
- Students will display their comprehension through the use of historical terms in their reading, writing
and oral presentations (ACHHS066, ACHHS082).
- Students will be able to analyse and locate relevant information from sources provided (ACHHS068,
ACHHS084, ACHHS215, ACHHS216).
- Students will be able to identify different perspectives and interpretations within an historical context
(ACHHS069, ACHHS085).
- Students will develop and empathetic understanding of the past and be able to explain the reasons
why people in the past may have lived and behaved differently from today.
- Students will be able to communicate their understanding through the development of narrative texts,
using a range of communication forms including oral, graphic and written as well as the use of digital
technologies (ACHHS070, ACHHS086, ACHHS071, ACHHS087).
Values and Attitudes At the conclusion of the unit students will value:
- The importance of empathetic understanding to matters of the past.
- Continuity and change and be able to identify that some things change and some things stay the
same.
- The different perspectives that can be found during research and how to analyse data accordingly.
- The importance of the preservation of significant sites both Aboriginal and non-Aboriginal.
ICT Interactive white board (IWB), Internet connection and mouse, Computers for research and word
processing for final assignment, iPads for research, Weebly website resource, Google Maps, HoverCam.
Introduction/Week 1:
Lesson 1 Estimated time: 80 minutes
What will students know and be able to do at the end of this week? Students will know that some
things change and some things stay the same throughout history. This will occur through the
development of empathetic understanding of the past. Students will represent their ‘place’ through the
use of illustration, mapping and creative writing.
Outcomes for the week:
HT2-5 - applies skills of historical inquiry and communication.
MA2-9MG - measures, records, compares and estimates lengths, distances and perimeters in metres,
centimetres and millimetres, and measures, compares and records temperatures.
MA2-17MG – uses simple maps and grids to represent position and follow routes, including using
compass directions
EN2-10C - thinks imaginatively, creatively and interpretively about information, ideas and texts when
responding to and composing texts.
Inquiry questions for the week: Who were the First Australians?
Inquiry sequence: Motivate students & Explore students’ perceptions.
Strategies/Activities: Introduce the literacy text ‘My place’ By Nadia Wheatley & Donna Rawlins.
Look at the cover and the name – predict what the text is about – write predictions on IWB.
- What does the torn-out section represent? Who knows what the flag in the blue house represents?
- Display image of the Aboriginal flag on IWB (See Appendix Resources).
- Does anyone know what the colours represent? (See Appendix Resources).
Discuss the timeline on the first double page spread of ‘My Place’.
- Why do you think the timeline starts like this? Discuss the inquiry questions above.
Place based learning: Class to go outside onto the path to create an Aboriginal history timeline allowing
the teacher an insight into the students’ perceptions. Using a measuring tape and sharing the workload,
mark 50 one-meter lengths on the concrete with chalk. Explain that this represents the 50,000 years the
aboriginals have looked after this land (See Appendix Resources).
- Ask the students to stand on the timeline where they believe the Europeans settled this continent.
- Take a photo of the students standing in place.
- Now tell the students that keeping to scale, the Europeans settled at 22cm from the end of the line.
- Ask one of the students to measure and mark 22cm from the end of the line.
Does this shock any students? Ask a few students why they were standing where they did and why they
thought that. Who was closest? Did they know or was it a guess?
Return to the classroom: Discuss learning outcomes of the unit. The topics that are being covered and
how it is relevant to the students.
Pose unit focus question – Who were the significant groups and what were the significant events that
contributed to change in the local community over time? Including before during and after colonisation.
K-W-L Chart: Students fill in the chart based on their knowledge of the Local Aboriginal history and the
history of the local area and what they want to know about the topic (See Appendix Resources).
Read aloud ‘My place’ from back to front 1788 – 1898 (chronological order) projecting in real time on the
IWB using HoverCam. Suggest students keep the timeline activity in mind during the shared reading.
Note: Pay explicit attention to the maps in the story telling process by zooming into the detail.
- What have they used to represent change and continuity? (i.e, tree, creek/canal)
- Did you identify any characters that remained throughout more than one decade?
- Write suggestions on IWB or butchers paper. Discuss and write down new vocabulary.
Formative assessment: Students’ participation in class discussions and activities will be assessed
through whole class observation and anecdotal notes (See Appendix Assessment).
Resources to facilitate learning: See Appendix Resources and Appendix Assessment for further
details.
 IWB, internet connection and document camera ie. HoverCam
 Butchers paper
 ‘My Place,’ Nadia Wheatley & Donna Rawlins
 Chalk, metre wheel/Measuring tape/1m ruler, Camera/iPad
 Image of the Aboriginal Flag on IWB
 K-W-L chart A4 page print outs
 Observation checklist whole class
Strategies/Activities:
- Ask students to explain what happened in the text at the end of the last lesson.
Read aloud: Continue reading ‘My place’ from 1908 – 1988 using HoverCam.
- What individuals, groups and events contributed most to the changes in the text?
- What are the subjects that are covered in each decade? (home and family, community and
environment, celebrations, pets). What is the relationship between illustrations and text?
- Mindmap suggestions on IWB or butchers paper & discuss and write down new vocabulary.
Activity: Students individually create a ‘My place’ story-chart using the text layouts for inspiration.
Resource to be displayed on IWB (See Appendix Resources).
- Explain that this task will be assessed on understanding, the inclusion of all the required content (as
per graphic organizer), their creativity and the use of illustrations that support their text.
- Draw detailed maps of the local area around their houses with an arrow pointing to the school.
- Students to focus on significant features that mean something to them, as well as identifying,
features that have been there for a long time.
- Students write about how they feel about their place. Teacher to scaffold students by encouraging
the use of the sentence starters “My name’s… and I belong here” or “This is my place…”
- Students to write about the same subject points found in the text, planning their writing using a
graphic organizer (See Appendix Resources).
- Write using language specific to our time ie. iPad.
- Once the text has been planned student can then neatly write their story onto their A3 sheets.
- Students can draw pictures to go with their text. Note: These can be displayed in the classroom.
Formative assessment: Story-chart maps will be assessed for understanding, creativity, included
content and images that support the text (See Appendix Assessment). Teacher to provide feedback to
the class and allow students to keep working on the activity in upcoming lessons if time permits.
details.
 IWB, internet connection and document camera ie. HoverCam
 Butchers paper
 ‘My Place,’ Nadia Wheatley & Donna Rawlins (multiple copies for students to view if available).
 My place story chart example
 Writing graphic organiser
 A3 sheets of cardboard for each student, Pencils, textas, crayons
 Story-chart assessment checklist
Learning Week 2:
What will students know and be able to do at the end of this lesson? Students begin to use
historical terms to display their comprehension through oral and written modes. They will further
communicate their understanding of the narrative by creatively incorporating historical fact to enhance
their writing.
Outcomes:
Inquiry questions: How can a narrative be used to tell historically accurate stories?
Inquiry sequence: Motivate students & Explore student perceptions.
Students to sit on mat for inquiry discussion.
Ask students what they know about the Aboriginal special relationship with the land. Write a list on IWB.
Watch: My Place, Episode 25 – Beforetime: Bunda Snakebite 2:15, Fishing 2:53, Water 2.39
- What skills, knowledge and technologies were the boys using?
- Add to the list on butchers paper using a student as the scribe.
- Students can add to K-W-L Chart
Ask the students what text type they think ‘My Place’ is. How can we tell?
- Discuss the features of Narrative text types (Designed to entertain, are creative, contain an
orientation (Who, Where, When), possible complication or series of events and resolution, told in
either first or third person, tense can change between past and present, use of descriptive language
to create images in the readers mind (such as adjectives, adverbs, similies & metaphors etc) or
alternatively use images/illustrations to help tell the story in place of words, can be fictional or
contain historical fact) – use examples from the text during discussion.
- Write a list on butchers paper to be displayed during narrative writing sessions in future lessons.
- How is ‘My Place’ a little bit different to other narratives? (Does not have the structure orientation,
complication, resolution)
- What else has been added to this text to make it so interesting? (Historical fact and illustrations)
- Explain to the students that after re-reading the text they will be writing a narrative about the place
where they live from the perspective of an Aboriginal in 1820 when the white people came to the
area. Explain that The British landed at Botany Bay in 1788 but took some time to come inland to
Wollombi. Clarify that this unit focuses on the local area.
- Students to write using descriptive language to create pictures in the readers mind.
Final project link: Inform students their final project will also contain narrative writing based on the
historical research gathered throughout the unit.
Read Aloud: Re-read a selection of pages from the text as a shared reading (front to back), stopping
after each character and addressing questions, mentioning the changes and asking questions of the
students. Read 1988, 1938, 1908, 1888, 1868, 1838, 1798, 1788. Explicitly focus on the first and last
characters.
Ask the students to think about how people belong to the place where they live.
- How does the language change throughout the text? (references to their mother).
- What do the first and last characters have in common?
- What are some similarities and differences between 1788 and 1988 ways of life?
Model narrative writing: using the think aloud strategy and Narrative Graphic organizer (See Appendix
Resources) start planning a text about a local Aboriginal and their place here on the school grounds.
- Students to write their narrative draft and raise their hand for the draft to be checked.
- Students can then begin writing their narratives.
Note: Students may have time in coming lessons to continue their narratives.
Summative assessment: Summative assessment checklist to be completed once narratives are handed
in at the end of the lesson. To be assessed based on the students ability to use descriptive language to
create images in the readers mind (See assessment Appendix).
details.
 IWB and internet connection
 Butchers paper
 My Place episode 25 – beforetime – Bunda 3 x short clips (The videos provide and insight into the
education of Aborginal boys learning bush medicine, bush craft, and working together).
 ‘My Place,’ Nadia Wheatley & Donna Rawlins (multiple copies for students to view if available).
 Narrative graphic organiser

What will students know and be able to do at the end of this week? Students will know about the
different Aboriginal language groups who were local to this area and will understand the blurring of
boundary lines. Students will analyse and locate relevant information using the digital and print sources
available.
Outcomes:
HT2-5 - applies skills of historical inquiry and communication
EN2-4A - uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and technologies
GE2-1 - examines features and characteristics of places and environments
Inquiry questions: Why would there be conflicting information about the local Aboriginal language
groups?
Inquiry sequence: Frame question for investigation & research the selected issue.
- Discuss the learning outcomes for the lesson and inquiry question above.
- Students to be broken into cooperative groups that will be their set groups for the remainder of the
unit (combine less confident/competent students with the more confident/competent students).
- Visit the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) website and
view the ‘Aboriginal Australia Map’ on IWB - map with a zoom-in feature Note: use your mouse to
zoom into the map (See Appendix Resources).
- Magnifying glass allows you to zoom into your local area and see the boundaries.
- Ask the students what language group they think lived in Wollombi and Laguna?
- Teacher to ask each group their answer and write down the suggestions on the IWB.
- Inquiry discussion: Why do we have different thoughts on this?
Mini lesson: Reading for information or skim reading. Explain to students that there are many resources
and to ensure they have access to as much information as possible they should use their skills of skim
reading to locate headings or key words whilst reading to find specific information. Bring up Weebly and
open ‘North West Aboriginals’ and model skim reading for the word Yengo.
- Students to research local language groups using Weebly resource and printed texts.
Weebly resource: http://wollombiandaboriginalhistory.weebly.com Students can access using
computers or iPads. Explain to students that the site contains a lot of information of the local tribes from
many sources. The links are all named so once you select the site you wish to view click on the link and it
will take you to the site in a new tab. Students are to be instructed to search for information specific to the
local tribe.
- Students to take notes and as a group refine their research.
- Students to present their findings to the class in the form of a short presentation where each
member of the group discusses one important point they discovered.
- Why do you think the language groups are spelt differently from different sources?
- Return to the ‘AIATSIS’ site and select alternate spellings for names on the AIATSIS map of
Indigenous Australia ‘The AIATSIS map of Indigenous Australia, list of alternative spellings
- Add these names and any other new words to the vocabulary list.
- Discuss the guest speaker coming in later in the week. Brainstorm and make a list of the things we
want to know. Students to turn these into questions and add to their K-W-L chart.
- Students can also write out question cards to be used during the lesson for assistance.
Book box available for students to access, containing texts that relate to the subject that are not
available online including local texts written about the local history. Students can access this box
throughout the coming weeks to research and read further on the topic and focus areas. (See Appendix
Resources)
Formative assessment: Formative assessment based on students involvement in group work and
confidence and knowledge at presentation (See assessment Appendix). Teacher to provide feedback to
the students about their presentation and information gathering skills
details.
 IWB, Internet connection and mouse
 IPads/laptops for students
 Book box containing a collection of related texts for students to access
 Weebly
 Question cards
Learning Week 3:
significant local Aboriginal groups and the events caused by the Colonisation of Wollombi. They will
begin developing their understanding of the contribution these groups and events made to changes in the
local community over time. Students will have a deep understanding of the special relationship that
Aboriginal people have to country and place. Students will be able to use maps to visualize the local area
using satellite imagery.
HT2-2 - describes and explains how significant individuals, groups and events contributed to changes in
the local community over time.
VAS2.4 - Identifies connections between subject matter in artworks and what they refer to, and
EN2-4A - uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and technologies.
Inquiry questions: What is the Aboriginal connection to country and place?
Inquiry sequence: Frame questions for investigation & research the selected issues
Note: The guest speaker has given permission for the lesson is to be recorded and uploaded onto
Weebly for the students to view during the creation of their final project.
Guest speaker: Invite Local Aboriginal Elder Paul Gordon to speak to the students about the original
Aboriginal language groups local to the Wollombi and Laguna areas. Paul to discuss:
- Traditions, celebrations, ceremonies, hunting, gathering, living, boundaries, weapons and conflict.
- How did they respect the country and place?
- Listen to Paul speak in the different dialects familiar to this area.
- Students to learn some basic new words in the Darkinjung language. Students can write these
words down as they are spelt, and phonetically so they can be used in their final project and
presentation (See Appendix Resources)
- Paul to discuss the effect of the European colonization in the area including the effect on their way
of life. Including the effect of the Great North Road on the local Aboriginals. What it meant to them
and how it affected their important sites and wellbeing.
- Paul to play the didgeridoo for the students to hear and then explain how it was made and used.
- Question time: Students to ask questions using question cards and K-W-L Charts.
Students to move to the art room in cooperative groups and create an artwork that could be included in
their final projects - using hand impressions, dot painting and natural materials If they choose.
WRITING TASK: Students to write in their journals about the lesson, how they felt listening to the Formatted: Highlight
Aboriginal language being spoken, and how they felt about the stories being told. Students to add to their
K-W-L charts. Good . Their affective responses should be revealing.
Formative assessment: Teacher will observe students’ interaction and participation in the lesson and
record anecdotal notes (See Appendix Assessment).
details.
 Video camera/ iPad
 Student journals
 Darkinjung Language graphic organizer
 A2 Cardboard, Paints, toothbrushes, paintbrushes, toothpicks, sand, paperbark.
 Anecdotal notes sheet
Inquiry questions: How did the local Aboriginals contribute to the local area before the Europeans
settled? And after the Europeans settled?
Inquiry sequence: Research the selected issues
Discuss learning outcomes for the day and the main focus topic – Learn as much about a focus area
within the topic as possible.
Students to reflect on the last lesson and the information gathered from the guest speaker.
Was there anything that surprised us? Anything we would like to know more about?
- In their cooperative learning groups students discuss their K-W-L Charts.
- Divide students into Jigsaw groups (1 student from each cooperative learning groups to create a
new focus group – now 5 x groups of 5). These groups will now focus their research using Weebly
and other texts to research one of the following – Food/hunting & gathering – Art –
Dance/celebrations/ceremonies – Respect for the land/living on the land – tools/weapons.
- Students to search for information from before Europeans settled as well as after settlement in the
local area in 1820. This will allow them to see the contributions that Aboriginals made to the local
community over time.
- Once the students have become experts in the focus area they will return to their cooperative group
and in turns will all tell their group about what they have learned.
- Teacher to ask the students if there was any information they were unable to find?
- Students can add to their K-W-L Chart.
- Give students more detail abut the final project, Explain that they will create a poster containing a
narrative based on facts from the perspective of the Aboriginal locals about the importance of
country and place to them as a culture and how the European settlement affected their lives. It will
also contain images, drawings and factual information. They will use digital technologies to create
their poster as a group. Explain to the students that their posters will be displayed in the Wollombi Formatted: Highlight
Village Museum grounds with an opportunity for the Cessnock City Council and National Parks to
take the posters and rework them into permanent displays to be situated at their respective
Aboriginal sites.Good citizenship focus. Make sure Paul Gordon/Adam Drylie reviews the posters
first !
- Ask students to repeat the details of the task.
- Joint construction Writing an article for OON – Our Own News – monthly publication. Students to
participate in the writing of a short half page article to take action and inform the public about the
issues they have uncovered and to give details on their presentation including date and time with an
invitation for all to attend.
WRITING TASK: Students to use the information gathered in today’s lesson to begin filling in the
Aboriginal Graphic organizer to sort information sourced before and after settlement.
WRITING TASK: Students to return to the narrative started in week 2, lesson 1.
- Students to peer assess using 2 stars and one wish sheet (See Appendix Resources).
Formative assessment: Students will be assessed using anecdotal notes for participation in the
research task and the joint construction (See Appendix Assessment Week, lesson 1).
details.
 Peer assessment sheet
 Graphic organizer before/after settlement
 Computers/iPads for each student
 Weebly
 Anecdotal notes sheet
Inquiry questions: What is a significant Aboriginal site? Why are they significant?
Inquiry sequence: Frame questions for investigation & Research the selected issues
- Go to Google Maps – click on the earth link in the bottom left corner (See Appendix Resources).
Zoom into the local area slowly, ask the students what they notice? (hills, rivers, roads)
- Bring up a new version of the map that identifies all the important/significant Aboriginal sites using
orange dots. (See Appendix Resources). Ask students what they think the dots could represent.
- Discuss with students that these are local significant Aboriginal sites. (ie cave, carving, painting etc)
Mindmap these suggestions on the IWB
- Explain that the white line is ‘The Great North Road’ and its route through the valley.
- What do you notice about the road and the significant Aboriginal sites?
- Roads go around most of the Aboriginal sites. Were accommodations made? Or was it
coincidence? Why do you think this is? Mindmap ideas on IWB. Great opened ended questions
which will be answered differently by different historians.
- Do you think this is out of respect for the Aboriginals? Or out of respect for the terrain? Or were they
scared of the sites?
- How did the Aboriginals perceive their significant places? How do you think the Europeans
perceived these places? Why are these places perceived differently for different groups and
individuals?
- What was it about these areas that the Aboriginals were drawn to? (isolated)
- Discuss that custodial responsibility for country and place influences the Aboriginals views on the
environment. Why do you think that is? (passed down from generation to generation)
- Students to use Google maps in pairs to focus in on the significant sites and locate their homes in
comparison. Did they know there were so many sites so close to them?
- WRITE: several paragraphs about how you would feel about a road being built through your home
or property or how you would feel if a new freeway was built through Wollombi. Allowing students to
feel empathy towards the local Aboriginal tribes.
- Students to write questions for our guest speaker the following week looking at the Great North
Road.
Summative assessment: Students to be assessed on the writing sample for understanding of the topic
so far and the empathy they are feeling towards the local Aboriginals (See Appendix Assessment)
details.
 AITSIS website
 Google maps -https://www.google.com.au/maps/@34.7265934,148.6435004,1745342m/data=!3m1!1e3
 IWB and internet connection
 iPads and computers
 K-W-L Chart (See week 1, Lesson 1 Resources)
 Summative assessment sheet
Learning Week 4:
Great North Road and the impact the Europeans had on the local area as a result. Students will be able
to combine the knowledge from both sides of the story to understand the perspectives that have been
discussed throughout previous lessons.
Outcomes:
Inquiry questions: How and why do people choose to remember significant events of the past
Inquiry sequence: Frame question for investigation & Research the selected topic
Look at images of the Great North Road, the drainage systems, retaining walls and carved sandstone
walls all built by convicts to allow access to the valley (See Appendix Resources).
Place based education – Guest speakers – Malcolm Goudie and Claude Aliotti.
Talk to be video recorded and uploaded to Weebly upon return to class.
- Walk down to the front of the school along the Great North road – Students to sit on the grass with a
view of the road. Students to take notes in their journals.
- When did first contact happen here in Wollombi? Why did the Europeans like Wollombi? (Fertile
land = money = road to export to city). How did they feel about the Aboriginals and their sites?
- Why didn’t they destroy everything even though they could have?
- What did the road mean to the Europeans? (Commerce, advancing civilization, progress, industrial
enterprise) to the Aboriginals? (loss of homes, safety and belonging)
- Explicitly discuss the groups ie Europeans, settlers, and convicts
Students return to classroom and reflect on learning and add to K-W-L Charts.
Activity: Role play - Perspective taking. In cooperative groups students are to take turns in pairs taking
the perspective, personality and background of an Aboriginal in 1831. They interact with their partner as
if they are European. Other group members can ask questions of them ie. How they feel about the new
road that has just been completed? This activity allows students to act out their knowledge where they
may not usually have the words.
Formative assessment: Teacher will walk between groups and observe role-plays and ask inquiry
questions to encourage depth of thought (See Appendix Assessment).
details.
 Great North Road and detail images
 Cameras/ iPads
 K-W-L Charts
 Group and individual formative assessment sheet
Learning Week 5:
Estimated time: 5 hours
local Aboriginal language groups and how they respected and cared for the land. Students will be able to
identify a range of bush tucker, art works and cave paintings and give details about their meanings.
Students will be able to retell Dreamtime stories with empathy and understanding. Student will know how
the Aboriginal groups in our local area contributed to the community before, during and after colonization.
Outcomes:
VAS2.4 - Identifies connections between subject matter in artworks and what they refer to, and
Inquiry questions: How did the aboriginal groups use and respect this land?
Inquiry sequence: Motivate students & Research the selected issues.
- Students to be given a worksheet booklet (See Appendix Resources).
- Explain to the students this is a unique opportunity to have some on the ground experience from the
Aboriginal perspective.
- Students to work together in their cooperative groups to make notes and take photos focusing on
the details they think are most important. Explain to the students that staying in close contact with
their group will be beneficial to their final project.
- Digital cameras available to take photos of the excursion
- During transfer between locations tour guide Adam Drylie can continue to discuss the Aboriginal
locals and answer the students questions.
Place based education: To be video recorded to be uploaded to Weebly upon return to school.
Tour with Adam Drylie Ngurra Bu, visit to Baiame cave, Tiddalik cave listen to the dreamtime story of
Tiddalik., Wollombi ‘the meeting place,’ Finchley lookout to view Mt Yengo and listen to the Dreamtime
story of Baiame - Visit caves and rock carvings – Devil’s Rock.
- Students to participate in a smoke ceremony, aboriginal dancing, bush tucker, tracking.
- Adam will discuss sleeping and living, food and food gathering, hunting and preparing, significance
and meanings of aboriginal art and engravings.
- Students to be informed about Adam’s business ‘Ngurra Bu’ (Nurra ba) and how he contributes to
the community by maintaining and preserving ancient Aboriginal sites.
Formative assessment: Students to be assessed on their participation, engagement and interaction
with their group members -Group and individual formative assessment sheet (See Appendix
Assessment, wk 4)
details.
 Digital cameras available to take photos of the excursion
 Excursion booklet
 Packed lunches and water
Learning Week 6:
What will students know and be able to do at the end of this week? Students will know how to
analyse and locate relevant information sourced from websites, their notes and video recordings taken
throughout the unit. Students will be able to reflect on their learning and understanding of the different
perspectives that can be gained during research on matters of the past. Students will be able to
communicate their understanding orally and through written form.
Outcomes:
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and technologies
the local community over time
Inquiry questions: How can we gather all our information and make judgments about its relevance?
Inquiry sequence: Reflect on judgments actions and questions & Explore student perceptions
- Students to reflect on the information gathered during the excursion.
- Ask students to think back to the first lesson in the unit and look at their K-W-L charts. Has their
perception of the issue changed? Why has their view changed/stayed the same?
- Reflect on the Dreamtime stories they heard during the excursion.
- Do you think these stories could be based on fact? What is the moral/ purpose to this story?
- Why is it relevant to this local area? What message can we take away from the story?
- Cooperative groups to gather and discuss the sites they would most like to focus on. They write
down their top 3 and hand to the teacher.
Watch: ‘The first Australians’ episode 1, previewhttp://aso.gov.au/titles/documentaries/first-australians-
episode-1/clip1/
Note: Teacher to view students top 3 locations and allocate if a clear and fair allocation is possible if no
they are to be drawn out of a hat.
Groups to be given their designated Aboriginal location and focus area for their final project.
Return to KWL charts – is there anything else you would want to know about this topic?
Students are given the opportunity for the remainder of the lesson to gather their research on their
location. Students are encouraged to approach other groups to see if they have found any information on
their site and swap information.
Formative assessment: General anecdotal notes to be taken throughout the lesson.
details.
 ‘The first Australians’ episode 1, preview
 Anecdotal notes sheet (Week 3, lesson 1)
Inquiry questions: Why do different groups of people have different perspectives?
Inquiry sequence: Analyse sources of data and develop findings
Students to discuss the differences in perspectives and detail found in their research throughout the unit.
- Discuss the different points of view from the Aboriginal and European perspectives.
- Discuss the changes and continuities due to British colonization.
Students to work in cooperative groups.
- How do we decide what information is good or accurate? How do we know if the information is
bias?
- Explain that not everything you read in print or on the internet is accurate or historically correct.
- What was the reason for a particular historical development ie road
Mini lesson: “Wollombi village & valley’ is a locally written text it has used a variety of sources however
the sources have not been referenced within the text. It is important that we acknowledge the people who
have written the information we are using.
Brainstorm: Good writing techniques. What are some suggestions to start our project?
Students to sit in their groups and start planning their project using the Narrative graphic organizer.
Students to plan the poster layout knowing they can use photos they have found during research, photos
taken during place based education or even scans or photos of art, drawings, writing they have made
themselves.
Text can be typed up using word on another computer then copied into the poster template via file
sharing.
Formative assessment: Group work will be assessed based on their interactions and contribution to the
task using Group and individual formative assessment sheet (See Appendix Assessment)
details.
 Narrative Graphic organizer (See Appendix Resources Week 2, lesson 1)
 Group and individual formative assessment sheet (week 4, lesson 1)
Learning Week 7:
What will students know and be able to do at the end of this week? Students will be able to analyse
the research material they have gathered and communicate their understanding through the
development of a narrative text containing historical facts. Students will display their findings through
graphic and written modes confidently using digital technologies.
Inquiry questions: How do we decide what information is most relevant to our poster?
Inquiry sequence: Analyse sources of data and develop findings & taking action phase
Mini lesson: Students to gather on mat for a poster generating demonstration (See Appendix
Resources).
- Using Word students select the poster template from the project gallery. The template is just a guide
and can be deleted or edited. Students can upload images from their research, photos they have taken
or scans of their art or drawings. Teacher to explicitly focus on the icons and their uses. Additional mini
lessons can be conducted if the need arises.
Cooperative groups: Student’s to continue working together on their project and discuss inquiry
question.
- Teacher to provide support to students.
- Encourage students to go back through their notes from earlier on in the unit.
- Discuss the workload with the students. How do we break the workload up to make it fair?
- Students to perform 2 minute presentations to the class about their progress.
- The remainder of the class has the opportunity to ask questions, impart insight or provide the group
with additional information that they have sourced throughout their research.
Formative assessment: Teacher to fill in the group and individual formative assessment sheet using
anecdotal notes, noting any additional help required, areas to improve etc (See Appendix Assessment).
details.
 IWB and Word project template instructions image
 Group and individual formative assessment sheet

Inquiry questions: Have we included all the relevant information in our posters? If we had not been part
of these classes for the last 7 weeks would the poster provide us with an understanding of the topic?
Inquiry sequence: Reflect on judgments, actions and questions & Taking action phase
Students as a class to reflect on the inquiry question above.
Students to continue the development of their final project with teacher scaffolding and feedback.
- As a cooperative group make any final changes or additions, print their poster on A3 to proof read
and check. Students to save document ready to be sent offsite for printing.
- Discuss with students that sometimes what you see on screen is not as effective when seen in print.
Formative assessment: Teacher to sit with each group individually and discuss their project and provide
feedback or pose relevant inquiry questions if they require assistance. Anecdotal notes can be taken.
details.
 Group and individual formative assessment sheet (See Appendix Assessment).
Learning Week 8 Conclusion and reflection:
What will students know and be able to do at the end of this week? Students will develop the
confidence to communicate using historical terms relevant to the context of the presentation. Students
will display their knowledge and understanding of the topic orally and visually and will interact with the
audience in an appropriate manner.
Outcomes:
EN2-8B - identifies and compares different kinds of texts when reading and viewing and shows an
understanding of purpose, audience and subject matter
Inquiry questions: Are we prepared to take action?
Inquiry sequence: Make judgments and present findings about the issue & Take action
Students to meet at 9.00am at Wollombi museum to present their projects to the class, their families and
the community.
- As a class perform the confidence building exercise confidence/power pose (See Appendix
Resources)
- Each group is given 5 minutes to present their findings; They will then answer audience questions.
- Each student should participate in the presentation with a speaking role (prompts may be used)
- Students can chose to present their poster and findings in a creative way ie. Role play
Note: The posters generated by the students could be reworked by a graphic designer and displayed
permanently at the Museum and throughout the local Aboriginal sites.
Summative assessment: Students will be assessed individually within their cooperative group through
the use of anecdotal notes and checklist.
details.
 Student posters
 Group and individual summative assessment sheet & pen
 Confidence/power pose (See Appendix Resources).

What will students know and be able to do at the conclusion of the unit? Students will have a
detailed knowledge and understanding of the local Aboriginal language groups and how the events of the
past including colonization and the building of the Great North Road led to changes in the community
over time. Students will have an understanding that different perspectives can be raised during research
and discussions with guest speakers. This knowledge and understanding will develop their skills to
analyze sources of data to determine their relevance, bias and credibility in future tasks.
Outcomes:
the local community over time
Inquiry questions: Have the learning goals and outcomes been achieved throughout the unit?
Inquiry sequence: Reflect on judgments, actions and questions & Identify/negotiate new topics
Inquiry discussion and questions
- Encourage the students to think back to the first activities, what they learnt and how their knowledge
and understanding has progressed since then. Mind map the learning experience on the IWB.
- Display photo of students on the timeline from week 1, lesson 1, place based activity.
- Focus on inquiry question above and revisit learning outcomes. How have your opinions changed?
- Why do you think it is important that we discuss and research topics like this?
Read the ‘OON’ review from the students’ final presentation and project display.
- Discuss how the students feel about the review and how they feel about their presentation.
- Is there anything they could have done differently?
Using a Cooperative learning self-evaluation sheet students can reflect upon their individual and group
learning. (See Appendix Resources).
- Teacher feedback to be provided to the class as a general overview.
- Teacher to sit with cooperative groups and pass on more detailed feedback to each group.
Ask the students if there are any other topics that they are interested in learning. Write a list on IWB.
Formative assessment: Students will be assessed on their participation in the reflective discussion as
well as their completion of the cooperative and unit self-evaluation sheet. Teacher to provide feedback to
the class as a whole, followed by group feedback.
Summative assessment: Students will be assessed on their involvement in the unit discussions,
participation in activities, engagement in research and learning and contribution to the final project this
will be reflected in Teachers comments and a graded mark on the Cooperative learning self-evaluation
sheet (See Appendix Resources). Teacher to use observation checklists for assistance.
details.
 IWB to create mind map.
 OON article available from Wollombi General Store (If the OON is not published yet seek a copy
of the article from Sally Sullivan).
 Cooperative learning self-evaluation sheet (See Appendix Resources).
References
Aboriginal and Torres Strait Islander Studies (AIATSIS), (2014).Retrieved from

http://aiatsis.gov.au/explore/articles/aboriginal-australia-map
Australian Government, (2015), NAIDOC, Indigenous Australian flags. Retrieved from

http://www.naidoc.org.au/indigenous-australian-flags
Board of Studies, (2012). NSW Syllabus: Creative Arts K-6. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce0d0525-fb53-44db-b4bb-
f9d252549824/k6_creative_arts_syl.pdf?MOD=AJPERES
Board of Studies, (2012). NSW Syllabus: English K-10. Retrieved from

http://syllabus.bos.nsw.edu.au/english/english-k10/
Board of Studies. (2012). NSW Syllabus: Geography K-10. Retrieved from

http://syllabus.bos.nsw.edu.au/hsie/geography-k10/
Board of Studies NSW. (2012). NSW K-10 History Syllabus. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/rationale/
Board of Studies. (2012). NSW Syllabus: Mathematics K-10. Retrieved from

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/
Clear, J. (2015) How to be confident and reduce stress in 2 minutes per day. Retrieved from
http://jamesclear.com/body-language-how-to-be-confident
Connell, G. (2014). Graphic organizers for personal narratives. Retrieved from

http://www.scholastic.com/teachers/top-teaching/2014/03/graphic-organizers-personal-narratives
Firminger, P. (2010). Wollombi Valley Online. Retrieved 29/7/15 from

http://wollombi.nsw.au/visiting/wollombi-history.cfm
Gionni Di Gravio, (2009), Cultural collections UON library,

https://uoncc.wordpress.com/category/aborigines/aboriginal-rock-art/
Goudie, m., Gibson, S., & Hoipo, C. (2012). Wollombi Village & Valley The place The History. Wollombi
Valley Progress Association.
Heritage office. NSW Government, Office of Environment & Heritage. (2015). Baiame Cave Retrieved
25/7/2015 from
http://www.environment.nsw.gov.au/heritageapp/ViewHeritageItemDetails.aspx?ID=5061940
Hoepper, B. (Eds.). (2011). Teaching history: Inquiry principles in Gilbert, R. & Hoepper, B. Teaching
Society and Environment (4th ed.), (pp. 198-200). South Melbourne: Cengage Learning.
Hoepper, B. (Eds.). (2014). History in the Australian curriculum in Gilbert, R. & Hoepper, B. Teaching
humanities and social sciences: History, geography, economics & citizenship in the Australian
curriculum. (5th ed), (p. 183). South Melbourne: Cengage Learning.
Jigsaw Classroom. (2015). The jigsaw classroom: Overview. Retrieved from https://www.jigsaw.org/
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). Formal cooperative learning. The new circle of
learning: Cooperation in the classroom and school (chap. 4, pp. 36-48). Virginia: Association for
Supervision and Curriculum Development Retrieved from
http://www.csuau.eblib.com.ezproxy.csu.edu.au/patron/FullRecord.aspx?p=513967
Manis, C. (2015). Daily Teaching Tools. Retrieved from http://www.dailyteachingtools.com/cooperative-

learning-evaluate.html
Ngurra Bu. (2015). Ngurra Bu. Retrieved 22/7/2015 from http://www.ngurrabu.org
Pathway innovations and technologies. (2015) HoverCam, Images. Retrieved from

https://www.thehovercam.com/about/press/product-information/t3
Teaching essentials. (n,d). Teaching essentials, Retrieved from

http://www.teachingessentials.co.uk/peerassessment2.html
University of western Sydney, 2015, A history of Aboriginal Sydney,

http://www.historyofaboriginalsydney.edu.au/north-west/native-poetry-nung-ngun-song-composed-wullati-
wollaje-and-translated-eliza-dunlop-wollomb
Walker Books Australia, Wheatley, N, (2008) Walker Books Classroom ideas Retrieved from,
http://www.walkerbooks.com.au/statics/dyn/1218001059961/My-Place-Classroom-Ideas.pdf
Wheatley, N & illustrator Rawlins, D. (2008), My Place, Walker Books Australia, Newtown
Wollombi Valley Arts council. (2015), Heritage of the Wollombi Valley Retrieved from
http://www.wollombi.org/heritage.html
Wollombi Valley Chamber Of Commerce. (2015). Aboriginal history of the Wollombi valley. Retrieved from
http://www.visitwollombi.com.au/things-to-do/history/aboriginal-history
Wollombi Valley Chamber of Commerce. (2015) Visit wollombi. Retrieved from

http://www.visitwollombi.com.au/things-to-do/history/
EMH419 Curriculum Studies: Society and Environment Assessment item 2: Unit of Work
APPENDIX RESOURCES
Resource Description & example References
name Note for markers: If the images are small you should be able to zoom in or
expand accordingly. Kim said it was ok to format like this.
LEARNING WEEK 1 - Introduction: Who were the first Australians?
LESSON 1
Literacy ‘My Place’ is the liteacy text that will introduce the topic and themes as well Wheatley, N & illustrator Rawlins, D. (2008), My Place, Walker
text as be utilised for the teaching of Narrative style writing. It is being used to Books Australia, Newtown
‘My Place’ spak discussions about continuity and change over time in the local area.
by Nadia
Wheatley &
Donna
Rawlins
Aboriginal The Aboriginal flag will be displayed to engage the students and discuss the Australian Government, (2015), NAIDOC, Indigenous Australian
flag meanings of the colours. Note: Open Image in a new screen so students do flags. Retrieved from
not see the colour meanings use image URL link below. http://www.naidoc.org.au/indigenous-australian-flags
The Aboriginal flag is divided horizontally into halves. The top half is black Flag image URL link below
and the lower half red. There is a yellow circle in the centre of the flag.
The meanings of the three colours in the flag, as stated by Harold Thomas,
are:
- Black – represents the Aboriginal people of Australia
- Yellow circle – represents the Sun, the giver of life and protector
- Red – represents the red earth, the red ochre used in ceremonies and
Aboriginal peoples’ spiritual relation to the land
http://www.naidoc.org.au/sites/default/files/styles/page_level_feature_image/public/field/image/australian_aboriginal_flag.jpg?itok=WuOdD-K6
Aboriginal Tools required Walker Books Australia, Wheatley, N, (2008) Walker Books
History - Chalk Classroom ideas Retrieved from, URL link below.
timeline - Measuring tape or 1m ruler
- Camera/iPad (to take photos)
Mark 50 x 1 meter lengths on the footpath/concrete each meter representing
a thousand years. Ask students to stand on the line where they believe the
Europeans settled in Australia (my addition to the task).
Then telling students you are keeping to scale, mark 22cm from the end of
the line to represent when the Europeans settled.
K-W-L Students to be provided with a print out of this K-W-L chart that will be used Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013). Literacy in
Chart throughout the unit of work. It provides students with an overview of their Australia: Pedagogies for Engagement. Milton, AUS: Wiley.
thought process as well as their learning progress. Retrieved from
Students may need more than 1 copy. http://site.ebrary.com.ezproxy.csu.edu.au/lib/csuau/detail.action
?docID=10865371
Document Teachers to use HoverCam during the text read aloud to display the text on Pathway innovations and technologies. (2015) HoverCam, Images.
camera the IWB using real time video projection. This allows students to see the text Retrieved from
HoverCam in detail and become more engaged in the text and its features. Teachers can https://www.thehovercam.com/about/press/product-
zoom into the map to enlarge it on the IWB for students to see the detail information/t3
used.
LESSON 2
‘My Place’ Students to use the text as inspiration to create their own story-chart layout. Walker Books Australia, Wheatley, N, (2008) Walker Books
story-chart Drawing a map of their home and the surroundings being sure to identify Classroom ideas Retrieved from, URL link below.
important items, places and significant features.
Due to the rural location of the school students can insert an arrow on their
map to determine the direction to the school.
Graphic Students can be provided with a graphic organizer to assist them with the Created by Jacqui Southwell based on the information found in the
organizer writing and formatting of their story-chart. This is not assessed so it is optional contents of ‘My Place’ by Nadia Wheatley and Donna Raowlins
About me for students. More confident students may wish to write directly onto their
and my story-chart.
place
LEARNING WEEK 2
LESSON 1
‘My Place’ My Place for teachers, Australian Children's Television Foundation
Episode 25 and Education Services Australia Ltd 2011
– clips -
Beforetime See link below
1 Bunda Snakebite 2:15
http://www.myplace.edu.au/teaching_activities/1878_-
_before_time/beforetime01bunda/1/snakebite.html
Fishing 2:53
_before_time/beforetime01bunda/2/fishing_bt.html
Water 2:39
_before_time/beforetime01bunda/3/water.html
http://www.myplace.edu.au/teaching_activities/1878_-_before_time/beforetime01bunda/episode_landing_25.html
Narrative Narrative graphic organizer to assist the students in the creation of their Connell, G. (2014). Graphic organizers for personal narratives.
Graphic Retrieved from http://www.scholastic.com/teachers/top-
organiser teaching/2014/03/graphic-organizers-personal-narratives
narrative. Each student to be provided with a printed version of the graphic
organizer.
LESSON 2
Aboriginal Language map used to determine the Aboriginal Language group from 2014, Aboriginal and Torres Strait Islander Studies (AIATSIS) website
Language our local area. http://aiatsis.gov.au/explore/articles/aboriginal-australia-map
Map
Weebly A Weebly named ‘Wollombi and Aboriginal history’ has been created with
pre-screened websites and synthesized information for the students to http://wollombiandaboriginalhistory.weebly.com
navigate in search of their focus area information.
Book box ‘Burragurra – where the spirit walked By W.J. Needham,’ ‘Wollombi
village and valley’ by Wollombi Valley Progress association (multiple
copies will be available), ‘Where the forest meats the sea’ by Jeannie
Baker, ‘You and me: our place’ By Leonnie Norrington & Dee Huxley,
‘Playground’ By Nadia Wheatley
Students can access this box throughout the coming weeks to research
and read further on the topic and focus areas.
LEARNING WEEK 3
LESSON 1
Darkinjung Students can fill in the graphic organizer as they are introduced to new Created by Jacqui Southwell
Local Darkinjung words. Students can write each word the way Paul suggests it
language
group is spelt then again phonetically to help them say it in future lessons and
words the words meaning.
LESSON 2
Graphic Created by Jacqui Southwell
organizer
Before/after
settlement
Peer Students to peer assess each others narrative writing using the 2 stars Teaching essentials. (n,d). Teaching essentials, Retrieved from
assessmen and one wish sheet. http://www.teachingessentials.co.uk/peerassessment2.html
t sheet
LESSON 3
Google Teachers to open Google Maps to the map of Australia, then zooming in Google maps, (2015) Google maps retrieved from
Maps and scrolling slowing focus in on the local area – being sure to let the https://www.google.com.au/maps/@-
students notice as the detail increases and suburbs become visible. 34.7265934,148.6435004,1745342m/data=!3m1!1e3
Zoom into the local area slowly as the detail increases ask the students
what they notice? (hills, rivers, roads).
Map of Teacher to display this map on the IWB and ask students what they think Google maps, (2015) Google maps retrieved from
local the dots could represent. These are the registered Aboriginal sites. This https://www.google.com.au/maps/@-
Aboriginal does mean that there are many more on peoples private land that have 34.7265934,148.6435004,1745342m/data=!3m1!1e3
sites not been registered or authenticated. The dots displayed are registered
and authenticated sites as at 1981.
LEARNING WEEK 4
Great North Images of the Great North Road to be displayed on IWB for students to Wollombi Valley Chamber of Commerce. (2015) Visit wollombi.
road view and discuss. Retrieved from http://www.visitwollombi.com.au/things-to-do/history/
images
Using HoverCam display these images in the IWB. Goudie, m., Gibson, S., & Hoipo, C. (2012). Wollombi Village & Valley
The place The History. Wollombi Valley Progress Association.
LEARNING WEEK 5
Excursion Each student to receive a copy of the workbook that will allow them to Created by Jacqui Southwell
workbook organize their thoughts and retain a memory of the photos taken to
ensure images correspond to sites correctly.
LEARNING WEEK 6
LESSON 1
The First Students to watch ‘The first Australians’ episode 1, preview. NFSA, (2008). The First Australians, episode 1. First Nations Films.
Australians This will allow students to see the stories through examples of the Retrieved from http://aso.gov.au/titles/documentaries/first-australians-
landscape and hear from Aboriginal and historians. episode-1/clip1/
Word Teacher can display on the IWB and discuss all the features of the Created by Jacqui Southwell
project program. This can remain on the IWB during the creation of the posters
template and may be used to conduct mini lessons should the students all be
instructions asking the same questions.
Poster Using word – project gallery – events – poster (this may vary on different Microsoft word
template computers) select a poster format and using the tools in the toolbar
students can begin creating their posters.
Confidence The confidence or power pose is a wonderful technique for increasing Clear, J. (2015) How to be confident and reduce stress in 2 minutes
pose/power confidence and productivity in a fast and effective way without too many per day. Retrieved from http://jamesclear.com/body-language-how-to-
pose giggles. Students are to stand in a position that is comfortable to them it be-confident
needs to be a dominant pose that takes up the maximum amount of
space. The wonder woman pose is popular (legs apart and hands on hips
facing forward), superman pose (one hand on hip, one fist in the air
looking up to the sky) or Star arms and legs out wide and long.
Stand like this for 2 minutes breathing normally and see how it affects
your performance.
Cooperativ Students to be given a copy of the ‘Cooperative learning and unit self- Created by Jacqui Southwell based on Manis, C. (2015). Daily
e Learning evaluation’ sheet to fill in during class as individuals. Once completed Teaching Tools. Retrieved from
and unit they are to be given to the teacher for her comments and grading. http://www.dailyteachingtools.com/cooperative-learning-evaluate.html
Self
evaluation
sheet
APPENDIX ASSESSMENT
APPENDIX ASSESSMENT
Resource name Description/Example References
LEARNING WEEK 1
LESSON 1
Observation Full class checklist to be used to assess student participation during the introduction Created by Jacqui Southwell
checklist – lesson of the unit. This will provide the teacher with an insight into the students’
Whole class interest in the topic being studied.
LESSON 2
Story-chart This is a whole class assessment checklist designed to be used to assess students Created by Jacqui Southwell
assessment understanding, creativity, content used as per instructions and that illustrations have
checklist been used to support the text.
LEARNING WEEK 2
LESSON 1
Summative Teacher to use this checklist to grade the students’ narratives at the conclusion of Created by Jacqui Southwell
assessment the lesson based on their overall understanding of narrative writing, creativity,
checklist content and use of descriptive language.
LESSON 2
Research Assessment checklist to observe student participation and use during research, Created by Jacqui Southwell
assessment group work and presentation. Including student confidence and anecdotal notes.
and
presentation
assessment
LEARNING WEEK 3
LESSON 1 & 2
Anecdotal notes Teacher to record anecdotal notes about students participation in the lesson, Created by Jacqui Southwell
including sitting and listening and asking appropriate questions.
LESSON 3
Summative Students to be assessed based on their understanding of the topic to date, the Created by Jacqui Southwell
assessment empathy they emote in their language, what they have included in their paragraphs
sheet and the language used including descriptive and historical terms.
LEARNING WEEK 4
LESSON 1
Group and Teacher to use this form throughout the group work process to write anecdotal
individual notes, noting any additional help required, areas to improve etc.
formative
assessment
sheet
LEARNING WEEK 8
Group and Teacher will assess students on their participation, interaction with audience and Created by Jacqui Southwell
individual overall confidence during presentation. Most importantly they will be assessed on
Summative their overall understanding of the topic.
assessment
sheet
Cooperative See Appendix Resources for evaluation form. Created by Jacqui Southwell based on Manis, C.
Learning and (2015). Daily Teaching Tools. Retrieved from
unit Self Teacher to write comments based on their involvement in the unit discussions, http://www.dailyteachingtools.com/cooperative-
evaluation participation in activities, engagement in research and learning and contribution to learning-evaluate.html
sheet the final project.

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EMH419 Curriculum Studies: Society and Environment

Assessment item 2: Unit of Work

Marking criteria Pass Credit Distinction High Distinction

Outcomes & content Adequate Appropriate Comprehensive Excellent

Teaching/learning Demonstrates a Demonstrates a Demonstrates a Demonstrates a

You demonstrate the

Resources are clearly Resources Resources identified Resources Resources

EMH419 CURRICULUM STUDIES: SOCIETY AND ENVIRONMENT

‘The meeting place’

Lesson 2 Estimated time: 70 minutes

Lesson 2 Estimated time: 60 minutes

Lesson 2 Estimated time: 40 minutes

Aboriginal and Torres Strait Islander Studies (AIATSIS), (2014).Retrieved from

Australian Government, (2015), NAIDOC, Indigenous Australian flags. Retrieved from

Board of Studies, (2012). NSW Syllabus: English K-10. Retrieved from

Board of Studies. (2012). NSW Syllabus: Geography K-10. Retrieved from

Board of Studies. (2012). NSW Syllabus: Mathematics K-10. Retrieved from

Connell, G. (2014). Graphic organizers for personal narratives. Retrieved from

Firminger, P. (2010). Wollombi Valley Online. Retrieved 29/7/15 from

Gionni Di Gravio, (2009), Cultural collections UON library,

Manis, C. (2015). Daily Teaching Tools. Retrieved from http://www.dailyteachingtools.com/cooperative-

Ngurra Bu. (2015). Ngurra Bu. Retrieved 22/7/2015 from http://www.ngurrabu.org

Pathway innovations and technologies. (2015) HoverCam, Images. Retrieved from

Teaching essentials. (n,d). Teaching essentials, Retrieved from

University of western Sydney, 2015, A history of Aboriginal Sydney,

Wollombi Valley Chamber of Commerce. (2015) Visit wollombi. Retrieved from

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