Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
and
oppression
(Sitko
1998).
The
significance
and
inner
fulfilment.
In
this
paradigm,
EDUC 5170
of
this
of
peoples
(Australian
Curriculum
and
Assessment
Reporting
Authority [ACARA] 2014). The Achievement Standard states that By the end of
Year 4, students explain how and why life changed in the past, and identify
aspects of the past that remained the same. They describe the experiences of an
individual or group over time. They recognise the significance of events in
bringing about change. Students sequence events and people in chronological
order to identify key dates. They pose a range of questions about the past. They
identify sources, and locate information to answer these questions. They
recognise different points of view. Students develop and present texts, including
narratives, using historical terms (ACARA 2014).
The Achievement Standard defines the growth and development expected of
students from this unit of work and provides a framework for the scope of
knowledge, level of understanding, and sophistication of skills around which
activities and assessments are planned (ACARA 2014).
The collection, use, analysis and interpretation of sources support the key inquiry
question: Why did the great journeys of exploration occur? (ACARA 2014). The
key inquiry question facilitates the development of the two interrelated strands,
historical knowledge and understanding and historical skills in an integrated way
EDUC 5170
Skills
EDUC 5170
The
historical
skills,
general
capabilities
and
cross-curriculum
priorities
interwoven in this unit are detailed in the teaching sequence below. The general
capabilities encompass the knowledge, skills, dispositions and behaviours
essential to support young Australians to grow into confident and creative
individuals, successful learners, and active and informed citizens (ACARA 2014).
The cross-curriculum priorities provide opportunities for students to use the
knowledge and skills learnt and developed in the following learning areas:
English, Mathematics, Geography and Art. The Department for Education and
Child Development South Australian Teaching for Effective Learning framework is
used to guide the planning of the unit.
Learner Activity
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
The Great
Expedition
by Peter
Carnavas,
interactive
whiteboard
(IWB),
suitcase,
items to
pack for
trip.
Literacy
Engagement
Activity 1
This activity
introduces
students to the
idea of exploration
and discovery,
engages them,
and promotes
discussion and
sharing of ideas.
EDUC 5170
Activity 2
This activity
encourages
interest and
motivation, and
allows students to
make connections
with what they
already know by
stimulating
inquisitiveness
about how the
map of the world
as we know now
was created.
Handouts,
writing
materials,
IWB
Numeracy
Critical and creative
thinking
Geography:
The location of the
major geographical
divisions of the world
(ACARA 2014,
ACHGK009)
Draw conclusions
based on the
interpretation of
geographical
information (ACARA
2014, ACHGS016)
Reflect on their
learning and suggest
responses to their
findings (ACARA
2014, ACHGS018)
Teacher Focus
Learner Activity
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
IWB, preprepared
title cards,
thumb tacks,
post-it notes,
coloured
markers
Literacy
Developing a question
Activity 1
The idea of
investigating
other worlds will
further stimulate
students interest
and motivate
them to
subsequently
choose an
EDUC 5170
History:
Distinguish between
the past, present and
future (ACARA 2014,
ACHHS048)
explorer to
investigate.
This activity
enables the
teacher to gauge
what students
already know
about the topic.
Teacher-directed
questions promote
the development
of historical
inquiry skills.
Students identify
possible aspects
to investigate and
pose questions.
The teacher can
identify areas of
interest, define
the unit of work,
and plan and/or
modify activities
to correspond with
the inquiry
questions.
Teacher Focus
Post-it notes,
coloured
markers
History:
English:
Engage in
conversations and
discussions (ACARA
2014, ACELY1656)
Learner
organisatio
n&
resources
Organising ourselves
EDUC 5170
Literacy
Pose a range of
questions about the
past (ACARA 2014,
ACHHS083)
Learner Activity
Historical Skills,
general
capabilities and
cross-curriculum
priorities
Activity 1
This phase of the
inquiry model is
critical to
organising the unit
in a coherent and
logical way. The
teacher defines
expectations of
what is to be
accomplished and
establishes that
students are
active participants
in their learning.
IWB
Students learn to
gather evidence
and information
to answer some
of their earlier
questions.
http://www.b
bc.co.uk/sch
ools/primary
history/famo
uspeople/chr
istopher_colu
mbus/
Handouts,
writing
materials,
exercise
books,
dictionary
*The skills,
capabilities and
cross-curriculum
priorities defined
here apply to this
entire stage of the
inquiry process
model
Information and
Communication
Technology (ICT)
Literacy
Numeracy
Critical and creative
thinking
Personal and social
capability
Mathematics:
Recognise, represent
and order numbers
(ACARA 2014,
ACMNA072)
EDUC 5170
Teacher Focus
Learner Activity
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
Students gather
information from
a different type of
source (audiovisual).
Students examine
sources and
evaluate
information.
http://splash.
abc.net.au/h
ome#!/medi
a/1503938/s
ailing-offthe-edge-ofthe-knownworld
History:
http://www.b
bc.co.uk/sch
ools/primary
history/famo
uspeople/chr
istopher_colu
mbus/
Use a range of
communication forms
and digital
technologies (ACARA
2014, ACHHS087)
Writing
materials,
exercise
books,
dictionary
Activity 4
Students learn to
examine
evidence, and
analyse sources.
Prints of
paintings,
handouts,
writing
materials
http://www.b
bc.co.uk/sch
ools/primary
history/famo
uspeople/chr
istopher_colu
mbus/
Sequence historical
people and events
(ACARA 2014,
ACHHS081)
English:
Interpret ideas and
information in spoken
texts and listen for
key points in order to
carry out tasks and
use information
(ACARA 2014,
ACELY1687)
Discuss literary
experiences with
others, sharing
responses and
expressing a point of
view (ACARA 2014,
ACELT1603).
Teacher Focus
Learner Activity
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
IWB, string,
blank cards,
coloured
markers or
connector
pens, tape
IWB, string,
egg timers,
small pieces
of wood,
rough paper,
writing
materials
EDUC 5170
Teacher Focus
Learner Activity
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
http://tudore
xploration.r
mg.co.uk/nm
mflash/index
.htm
Literacy
IWB, writing
materials,
exercise
books
This activity
captures
students'
imagination,
stimulates
empathy and
encourages
discussion about
interpretations of
shipboard life.
Students
synthesize and
communicate
ideas through
creative writing.
ICT
Critical and creative
thinking
History:
Develop texts,
particularly
narratives (ACARA
2014, ACHHS086)
English:
Create literary texts
that explore
experiences and
imagining (ACARA
2014, ACELT1607)
Create literary texts
by developing
storylines, characters
and settings (ACARA
2014, ACELT1794)
Activity 3
EDUC 5170
Students interpret
information and
communicate
thoughts and
ideas.
Students
represent
information on
maps.
IWB,
printouts of
maps,
writing
materials
Learner Activity
Teacher Focus
Literacy
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
IWB, citrus
fruits, coffee
beans,
olives,
avocado,
tomato,
corn,
capsicum,
cocoa, rice,
onion,
turnip,
pumpkin,
squash,
cards with
pictures of
livestock,
cards with
names of
diseases
such as
smallpox and
malaria
Ethical
understanding
EDUC 5170
Activity 5
Students discuss
and compare
ideas.
Students gather
information,
synthesize ideas
and represent
ideas pictorially
IWB,
printouts of
coats of
arms
templates
ICT
Literacy
Critical and creative
thinking
Art:
Use materials,
techniques and
processes to explore
visual conventions
(ACARA 2014,
ACAVAM111)
History:
Use a range of
communication forms
(graphic) (ACARA
2014, ACHHS087)
Celebrations and
commemorations
around the world
(ACARA 2014,
ACHHK064)
Teacher Focus
Learner Activity
Learner
organisatio
n&
resources
Historical Skills,
general
capabilities and
cross-curriculum
priorities
Communicating
Activity 1
Students justify
and communicate
information and
ideas.
Literacy
History:
- using a range of
communication forms
(oral) (ACARA 2014,
ACHHS087)
Students make
connections with,
and apply their
understanding of
the concepts
learnt throughout
the unit.
Literacy
Numeracy
ICT
History:
Students refine
their research
skills.
- sequence historical
people and events
(ACARA 2014,
ACHHS081)
- use historical terms
(ACARA 2014,
ACHHS082)
- identify sources
(ACARA 2014,
ACHHS216)
English:
- incorporating new
vocabulary from a
range of sources into
own texts (ACARA
2014, ACELA1498)
EDUC 5170
Thumb
tacks, post-it
notes,
coloured
markers
Assessment
Formative assessments are conducted throughout the unit so as to monitor
students learning and provide feedback. These assessments take the form of
observations and a variety of tasks (answering worksheets, examining paintings
and using judgement/reasoning to draw conclusions, creating timelines, creating
and presenting their coat of arms, mathematical problem solving, narrative
writing, mapping and role-playing) to provide a complete, reliable and valid
picture of students knowledge and abilities.
These assessments give the teacher the opportunity to identify students current
levels of learning and evaluate their understanding in relation to the learning
outcomes defined in the rationale. The teacher is then able to plan subsequent
instruction and where necessary, consider supplementary learning opportunities
to provide additional support for students achieving below the expected
standard. The teaching program may also be reviewed and revised for future
students.
At the end of the unit, a summative assessment in the form of a research project
allows the teacher to assess students acquisition and comprehension of the
content knowledge, skills and key concepts covered. Students demonstrate their
ability to identify and critically evaluate texts of varying technicality and
complexity, make evident their understanding of the historical significance of the
age of exploration, and present these understandings in various forms of
communication. Students are assessed using a rubric which encompasses the
knowledge, concepts and skills as outlined in the learning focus.
EDUC 5170
2979 words -
References
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian
Curriculum v7.4, Assessment and Reporting Authority (ACARA), viewed 28 th
March 2015, http://www.australiancurriculum.edu.au/
British Broadcasting Corporation 2014, Christopher Columbus, viewed 31st March
2015,
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbu
s/
Encyclopaedia Britannica Online 2015, Dead Reckoning, viewed 14th May 2015,
http://www.britannica.com/EBchecked/topic/154249/dead-reckoning
Florida Center for Instructional Technology 2009, The World as known to Europe ,
1418, viewed 10th May 2015, http://etc.usf.edu/maps/pages/3800/3853/3853.htm
Geographypods 2015, The Global Rich List, viewed 11th May 2015,
http://www.geographypods.com/development1.html
History.com 2009, Christopher Columbus, viewed 1st April 2015,
http://www.history.com/topics/exploration/christopher-columbus
History.com 2009, Columbus Day, viewed 22nd May 2015,
http://www.history.com/topics/exploration/columbus-day
The Mariners' Museum 2015, Christopher Columbus, viewed 22nd May 2015,
http://exploration.marinersmuseum.org/subject/christopher-columbus/
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Why did the great
journeys of exploration occur?, viewed 31st March 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/index.php
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 15th May 2015, http://australianhistorymysteries.info/resourcezone/primary-exploration/media.php
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/crest.png
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/map-atlanic-ocean-1474.jpg
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Why did the great
journeys of exploration occur?, viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/activity-4-atlantic-map.png
EDUC 5170
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/shield-1-template.gif
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/shield-2-template.gif
National Museum of Australia & Ryebuck Media Pty Ltd 2015, Image Library,
viewed 17th May 2015,
http://australianhistorymysteries.info/resource-zone/primaryexploration/images/shield-3-template.gif
Sitko, J 1998, The Great Age of Exploration (14001550), viewed 22nd May 2015,
http://www.darke.k12.oh.us/curriculum/SocialStudies/the_great_age_of_exploratio
n.pdf
The Biography.com website 2015, Christopher Columbus, viewed 15th May 2015,
http://www.biography.com/people/christopher-columbus-9254209
The Etsy website 2015, The Road Trip, viewed 17th May 2015,
https://www.etsy.com/listing/155304396/travel-print-wanderlust-art-vintage
United Nations Educational, Scientific and Cultural Organization 2002, Learning
to be: A Holistic and Integrated Approach to Holistic Education
EDUC 5170