The way we were

Year 6 English Studies of Society & Environment (SOSE)

Students research and write a historic recount, and prepare a teaching resource that explains the contribution or role of a person or team before Federation (pre-1901).
Time allocation 13 x 45-minute class sessions (over 56 weeks)

Students will work independently to complete a research organiser, write a historic recount and teach a small group using the teaching resource. They will work in partnerships to provide feedback for their research organiser, historic recount and teaching resource.

Context for assessment

Australia has changed and evolved over time. Habitation, exploration and use of the land and its resources by its original inhabitants and later by European settlers have altered the landscape and influenced society. Considering the preFederation era, students will identify and analyse the contributions or roles of individuals who helped Australia develop as a nation.

The State of Queensland (Queensland Studies Authority) and its licensors 2008. All rights reserved. Please read the copyright notice on our website: www.qsa.qld.edu.au

Teacher guidelines

This assessment gathers evidence of learning for the following Essential Learnings:

English
Ways of working
Students are able to: identify main ideas and the sequence of events, make inferences and draw conclusions based on ideas and information within and across texts interpret and identify that readers/viewers/listeners are positioned by aspects of texts construct non-literary texts to express meanings and messages, to identify causes and effects, and to state positions supported by evidence make judgments and justify opinions using information and ideas from texts, and identify how aspects of texts contribute to enjoyment and appreciation.

Essential Learnings by the end of Year 7

Knowledge and understanding
Speaking and listening Speaking and listening involve using oral, aural and gestural elements to interpret and construct texts that achieve purposes across wider community contexts. The purpose of speaking and listening includes advancing opinions, discussing, persuading others to a point of view, influencing transactions, and establishing and maintaining relationships. Speakers use their assumptions about the characteristics of listeners to engage their interest and attention. Spoken texts have different structures from written texts but can also be written and recorded. Nonverbal elements, including facial expressions, gestures and body language, establish mood, signal relationships, create effect and are monitored by listeners. In presentations, speakers make meaning clear by organising subject matter, identifying their role and selecting relevant resources. Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Year 6 English, SOSE: The way we were

Reading and viewing Reading and viewing involve using a range of strategies to interpret, evaluate and appreciate written, visual and multimodal texts across wider community contexts. Readers and viewers draw on their prior knowledge, knowledge of language elements and point of view when engaging with a text. Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring, summarising and reflecting. Writing and designing Writing and designing involve using language elements to construct literary and non-literary texts for audiences across wider community contexts. The purpose of writing and designing includes evoking emotion, persuading and informing. Writers and designers establish roles, make assumptions about their audience and position them through language choices. Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting.

Assessable elements
Knowledge and understanding Interpreting texts Constructing texts Appreciating texts
Source: Queensland Studies Authority 2007, English Essential Learnings by the end of Year 7, QSA, Brisbane.

SOSE

Essential Learnings by the end of Year 7

Teacher guidelines

Ways of working
Students are able to: identify issues and use common and own focus questions plan investigations using inquiry models collect and analyse information and evidence from primary and secondary sources evaluate sources of information and evidence for relevance, reliability, origins and perspective draw conclusions and make decisions based on information and evidence by identifying patterns and connections communicate descriptions, decisions and conclusions, using different text types for specific purposes and the conventions of research-based texts reflect on learning, apply new understandings and identify future applications.

Knowledge and understanding

Time, continuity and change Changes and continuities are linked to particular events and the achievements of individuals and groups that attract different interpretations. Events from pre-colonisation to Federation, including Indigenous heritages, European colonisation, frontier conflicts, the development of the economy, and the Federation movement, have established the Australian nation and contributed to Australian identities. Place and space Environments are defined by physical characteristics and processes, and are connected to human activities and decisions about resource management. Physical and human dimensions are used to define global environments. Culture and identity Cultures and identities consist of material and nonmaterial elements and are affected by crosscultural contacts. Contact between Indigenous and non-Indigenous cultures in Australia and in other places have had significant effects on language, culture, land ownership, health and education of Indigenous people.

Assessable elements
Knowledge and understanding Investigating Communicating Participating
Source: Queensland Studies Authority 2007, SOSE Essential Learnings by the end of Year 7, QSA, Brisbane.

Year 6 English, SOSE: The way we were

Listed here are suggested learning experiences for students before they attempt this assessment. Explore online learning tools such as Learning Objects Making a difference where students can explore the life stories of exceptional Indigenous and non-Indigenous people and consider their place in Australias history. Read various fiction and non-fiction titles such as Tom Frenchs Convict Boy. Explore pre-Federation Indigenous and non-Indigenous society and the exploration of Australian land and sea. Review assorted electronic and print media sources. Identify primary and secondary sources. Learn to use an electronic or paper concept map to organise information and research, and to create timelines. Reinforce language features such as listing events in chronological order, using descriptive language, writing in the past tense, using time words to connect events (e.g. In the past , This discovery led to ), including sentences that use when, where, with whom and how. Model various ways to display a visual timeline. Examine and discuss the Thinking hats reflection sheet (Appendix A) and consider ways to share group work with the class. Examine different formats and methods to help create a teaching device (e.g. webpage, interactive poster, multimedia production, PowerPoint presentation or a Hall of Fame role play or dramatisation). Review components of lesson notes prompts, structure, timed sequences, material preparation.

Teacher guidelines

Preparing
Bookmark electronic sources on computers in the classroom or in the Library Media Centre see list of general internet sites provided. Revise how to use a primary source. Consider also the trustworthiness of sources and the ways some writers may interpret a primary source. At Year 6 level it is appropriate for students to read excerpts from diaries and journals, listen to oral histories, and use original maps to gather information. Model various ways to display a visual timeline. Read a sample historic recount for students to use as a model. Highlight the purpose of this text type: to tell what happened; to tell a series of events. Consider the chronology, structure, introduction, conclusion and orientation. Provide parameters for the use of electronic modes. See ICT considerations. Review teaching and lesson strategies such as questioning and use of devices.

ICT considerations
If integrating information communication technologies into the production of a teaching resource, the historic recount and other components, such as the concept map and visual timeline, will need to be merged electronically into the selected mode. When students are given the opportunity to produce multimodal products, they need appropriate technical guidelines.

Multimedia production considerations

Produce a draft storyboard (four pictures per page) first. Consider: title and concluding frame image and text number of still and moving images and frames types and number of transitions with or without captions text type, size, colour and position audio (consider copyright issues if using commercial music) variety of images (e.g. long-shots, close-ups, subjects) length of production 2 minutes or 1.2 GB backup procedures.

Year 6 English, SOSE: The way we were

Website considerations
Technical parameters
Students should include: a quiz (e.g. Test your knowledge page) a bibliography page listing all sources used a main folder (short name) and sub-folders (e.g. info, graphics) a title page white space on the pages (for readability) self-generated graphics a limited number of graphics and text images graphics saved in either gif or jpg format of reasonable size (less than 120 KB per picture), named without capitals or spaces (e.g. juice.jpg) html files named without capitals or spaces (e.g. references.htm) hyperlinks.

Considerations
Students should include: a completed paper storyboard signed by the teacher prior to starting computer work peer response to storyboard a backup copy in class or personal work folder all paper drafts and storyboards handed in with final website a folder containing all html work organised in sub-folders (e.g. info, graphics).

PowerPoint considerations
Encourage students to: produce a draft storyboard before computer work commences include timeline image and historic text set up file saving and management procedures use white space use audience-friendly background choices, font size, colour and image selections avoid animated icons and text-slide transitions limit the number of slides use minimal text on slides include self-generated images, maps, portraits include a Test your knowledge section in the conclusion in a Q & A format.

Teacher guidelines

Sample implementation plan

This table shows one way in which this assessment can be implemented. It is a guide only you may choose to use all, part, or none of the table. Customise the table to suit your students and school environment.
Suggested time Week 1 Student activity Read a historic recount. Research and select a character/s. Work through Section 1 of the Student booklet. Teacher role Make a list of characters and available resources. Print journal entries by John Oxley <www.gutenberg.org/etext/5334>. Print A3-sized copies of Appendix A: Research organiser (1 per student). Set up peer editing partnerships and organise peer teaching groups (45 students per group). Facilitate peer feedback of Research organiser. Section 1. Research organiser

Week 2

Give and receive feedback. Finalise Research organiser following peer feedback.

Section 2. Historic recount Week 23 Start first draft of historic recount. Post examples around the room showing historic recount structure and language features. Organise peer editing and feedback cycle for first draft of historic recount. Ensure all students have a copy of the Peer feedback sheet (in Student booklet). Outline various teaching resources and methods, including the historic recount, timeline and research organiser. These could include a webpage, poster, multimedia production, electronic journal, PowerPoint presentation or dramatisation.

Week 4

Complete historic recount following peer feedback. Review lesson script and notes.

Section 3. Teaching resource Week 45 Start compiling teaching resources for use with a selected mode (e.g. website). Read completed sections to an audience or teaching group and watch others do the same. Practice, rehearse and time the peer teaching lesson with a partner. Discuss with students different ways to include information in the teaching tool and lesson (e.g. typing, scanning text, digital camera images). Organise teaching spaces and timetable for rehearsals and teaching sessions.

Section 4. Lesson Week 56 Deliver lessons. Complete Thinking hats reflection sheets and peer teaching feedback sheets. Groups share Thinking hats responses with the class. Display a sample lesson plan. Organise timing and rotation for group lessons. Print A3-sized Thinking hats reflection sheet (1 per group). Collect completed Lesson feedback sheets (Student booklet) and group Thinking hats responses. Provide an opportunity for each group to report their responses.

Year 6 English, SOSE: The way we were

Resources for the assessment

Appendix A Appendix B Research organiser Thinking hats reflection sheet

General Internet sites

Ancestry.com, Ann Hollway (17741825), Roots Web 2000, accessed 5 March 2008, <http://freepages.genealogy.rootsweb.com/~garter1/annhol.htm>. Ancestry.com John Chapman (18191897), Roots Web 2000, accessed 5 March 2008, <http://freepages.genealogy.rootsweb.com/~garter1/johnchapman.htm>. Australian Dictionary of Biography, Makoare (18001831), Neville Green 2005, accessed 5 March 2008, <www.adb.online.anu.edu.au/biogs/AS10348b.htm>. Australian Institute of Aboriginal and Torres Strait Islander Studies, AIATSIS 2005, accessed 5 March 2008, <www.aiatsis.gov.au/>. Australians, Truganni (18121876), ABC Behind the News 2007, accessed 5 March 2008, <www.abc.net.au/schoolstv/australians/truganini.htm>. The Bennelong Society, Woollarawarre Bennelong, the Bush Politician (178992), Dirk CH van Dissel, accessed 5 March 2008, <www.bennelong.com.au/articles/bennelongbio.php>. Documenting Life in New South Wales, History of the Australian nation, State Library of New South Wales 2008, Accessed 5 March 2008, <www.sl.nsw.gov.au/doclifensw/history/exploration.cfm>. Green Left Online, Yagan: an Aboriginal resistance fighter, Green Left Weekly 10 September 1997, accessed 5 March 2008, <www.greenleft.org.au/1997/289/16057>. Hot topics: Aboriginal cultural heritage, State Library of Queensland 2007, accessed 5 March 2008, <www.slq.qld.gov.au/find/hottopics/archive/ach>. National Parks Association of NSW, Dingledei Hut still going Strom, Len Hainke 2003, accessed 5 March 2008, <www.npansw.org.au/web/journal/200306/onthetrack.htm>. Project Guttenberg of Australia, Australian explorers, discoverers and pioneers, PGA 2007, accessed 5 March 2008, <http://gutenberg.net.au/explorers.html#exploretimeline>. Project Guttenberg of Australia, Journals of two expeditions into the interior of New South Wales by John Oxley, PGA 2007, accessed 5 March 2008, <www.gutenberg.org/etext/5334>. Queensland Government Library Services, Resource services for learning communities, The State of Queensland (Department of Education, Training and the Arts) 2007, accessed 5 March 2008, <http://education.qld.gov.au/library/resource>. Wikipedia, Pemulwuy, accessed 5 March 2008, <http://en.wikipedia.org/wiki/Pemulwuy>.

Other
The Learning Federation: Learning Objects SOSE Making a difference: Windradyne Accessed March 5 2008.

Teacher guidelines

The Learning Federation: Learning Objects SOSE Making a difference: Yagan Accessed March 5 2008.

Fiction and non-fiction titles

Alexander, G 2000, Surviving Sydney Cove: the diary of Elizabeth Harvey, Sydney 1790, Scholastic, Lindfield, NSW. This fictional account describes the suffering of convicts, soldiers and Aboriginal people, and the difficulties of farming. Barlow, A, Hill, M 2003, Indigenous heroes and leaders, Heinemann Library, Melbourne, Vic. This provides an insightful look at the Indigenous people who have helped bring about change. Barlow, A, Hill, M 2001, Sharing our cultures: the story of Aboriginal cultures, (Aboriginal people, then and now), Heinemann Library, Port Melbourne, Vic. This text defines the cultural diversity of Aboriginal people and how their cultures have changed over the past 200 years. Cultural theft and respect for ownership are discussed. Barwick, J, Barwick, J 2000, Australia's people, (Database of Australia), Heinemann Library, Port Melbourne, Vic. This book begins with the coming of the Aboriginal people around 75,000 years ago, the impact of European settlement and waves of immigration up to the present. Barwick, J; Barwick, J 2000, The search for farmland: Australian exploration from 1813 to 1836, (Explorers of Australia), Echidna Books, Abbotsford, Vic. An account of the journeys of George Evans to search for agricultural land, an inland sea and to trace the course of rivers. It includes appropriate references to Aboriginal people. Bereson, I, Pearson, J (ed.) 2001, Building the nation: from colonies to Federation, (Australia past to present), Reed: Port Melbourne, Vic. This covers Australias development from a group of settlements to colonies or states. It acknowledges the existence of the Aboriginal nation and the lack of acknowledgement by the British of the rights of Aborigines. Bereson, I 2002, The settlement of Australia: how Australia's towns and cities grew, (Australia past to present), Reed Education and Professional, Port Melbourne, Vic. Assumes Aboriginal habitation from 65 000 BCE, and the existence of about 500 language groups at the time of British settlement. The displacement of Aborigines is a dominant theme. Edwards, C 2002, On board the Boussole: the diary of Julienne Fulbert, Laperouse's voyage of discovery 17851788, Scholastic, Lindfield, NSW. This text describes Laperouse's voyages important to Australia's history. Gleeson, L 2001, The rum rebellion: the diary of David Bellamy, Sydney Town, 18071809, Scholastic, Lindfield, NSW. The diary describes life in the colony at the beginning of the nineteenth century, including the use of rum as currency and the conditions of convicts, soldiers and free settlers. MacDonald, W 1999, Life in a new land, (Australia's convicts), Macmillan Education Australia, South Yarra, Vic. This text focuses on convicts contribution to the establishment of new settlements and penal stations. It includes facsimiles of government notices such as the arrival of female prisoners as potential servants and ticket-of-leave men as police recruits. Nicholson, J 1995, The First Fleet: a new beginning in an old land, Allen & Unwin, Sydney, NSW. This book discusses people of the time, including Captain Arthur Phillip, marines and convicts. The

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Year 6 English, SOSE: The way we were

Aboriginal Iora people who were dispossessed of their land are also featured. During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process. After students have completed the assessment, identify, gather and interpret the information provided in student responses. Use only the evidence in student responses to make your judgment about the quality of the student learning. Refer to the following documents to assist you in making standards-referenced judgments: Guide to making judgments Indicative A response Sample responses (where available).

Making judgments about this assessment

When using this judgment style, it requires the teacher or student to profile the degree of mastery attained within a standard. For example, if the students work falls within the level of a B standard, then indicate this by using a highlighter pen to colour the highest zone to identify the levelness of their achievement. For further information, refer to Using a Guide to making judgments, available in the Resources section of the Assessment Bank website.

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Teacher guidelines

Evaluate the information gathered from the assessment to inform teaching and learning strategies. Involve students in the feedback process. Give students opportunities to ask follow-up questions and share their learning observations or experiences. Focus feedback on the students personal progress. Emphasise continuous progress relative to their previous achievement and to the learning expectations avoid comparing a student with their classmates.

Giving feedback about this assessment

The use of progressive peer feedback in Section 13 models the English writing strategies of planning, drafting, revising, editing. proofreading and publishing. This reinforces the value in students providing feedback to each other. For further information, refer to Using feedback, available in the Resources section of the Assessment Bank website.

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Appendix A

Life details
Born .............................................................................. Early life ........................................................................ Later life ........................................................................ Died .............................................................................. Other .............................................................................. Primary/secondary source: .................................................................................... ....................................................................................

Research organiser
Name: ............................................................................... Picture or sketch of person

Map/routes/landmarks
Source name: ................................................................................... ................................................................................... ................................................................................... ................................................................................... ................................................................................... ...................................................................................

Transportation/artefacts/tools of .................................................................................... the trade

....................................................................................

Important roles/contributions
.................................................................................... ....................................................................................

Primary/secondary source: .................................................................................... .................................................................................... .................................................................................... .................................................................................... .................................................................................... .................................................................................... .................................................................................... .....................................................................................

Name of individual/s

.................................................................................... ....................................................................................

Details of references consulted

Primary sources .................................................................................... Secondary sources .................................................................................... .................................................................................... .................................................................................... ....................................................................................

Contact with white or Indigenous peoples

............................................................................................................ ............................................................................................................ ............................................................................................................ ............................................................................................................. ............................................................................................................ ............................................................................................................. ............................................................................................................

Significant facts
................................................................................... .................................................................................... ................................................................................... ................................................................................... ................................................................................... ................................................................................... ...................................................................................

Appendix B

Thinking hats reflection sheet

Group members: .................................................................................................................................................................. As a group, complete the following Thinking hats activity. Select one group member to neatly record each members ideas and responses. WHITE HAT THINKING (the facts) List a major contribution or role played by each of your individuals. RED HAT THINKING (the emotions) Why do you think the rights of Indigenous people were ignored by the early European explorers? a. .................................................................................... .................................................................................... b. .................................................................................... .................................................................................... c. .................................................................................... .................................................................................... d. .................................................................................... BLACK HAT THINKING (negative aspects) What disadvantages were caused by their role or contribution?

a. ................................................................................... ................................................................................... b. ................................................................................... ................................................................................... c. ................................................................................... ................................................................................... d. ................................................................................... YELLOW HAT THINKING (positive aspects) Was it a good idea to occupy or explore the selected areas? Why or why not?

a. ................................................................................... ................................................................................... b. ................................................................................... ................................................................................... c. ................................................................................... ................................................................................... d. ................................................................................... BLUE HAT THINKING (the big picture) Imagine you could establish Australia all over again. Knowing what you know now, what would you do differently? a. ................................................................................... ................................................................................... b. ................................................................................... ................................................................................... c. ................................................................................... ................................................................................... d. ...................................................................................

a. .................................................................................... .................................................................................... b. .................................................................................... .................................................................................... c. .................................................................................... .................................................................................... d. .................................................................................... GREEN HAT THINKING (creative/new ideas) What would Australia look like if you could redesign it so it meets both Indigenous and white needs? Why? a. .................................................................................... .................................................................................... b. .................................................................................... .................................................................................... c. .................................................................................... .................................................................................... d. ....................................................................................

Note: Maltese psychologist Dr Edward De Bono created the six thinking hats method in 1985. Its purpose is to unscramble thinking so that a person can use one thinking mode at a time instead of trying to do everything at once.