Humanities and Social Sciences Education (EDUC 2056)

Assessment 2: Unit Plan

Unit Title: Life in Our Community, Past and Present

Year Level: 3
Sub-strand: History
Knowledge and Understanding Content Descriptors:
‘How the community has changed and remained the same over time and the role that
people of diverse backgrounds have played in the development and character of the
local community’ (Australian Curriculum, Assessment and Reporting Authority
[ACARA] 2016a, ACHASSK063).

Rationale

Humanities and Social Sciences (HaSS) for the Year 3 level in the Australian Curriculum
‘focuses on the diversity of people and places in their local community and beyond, and
how people participate in their communities’ (ACARA 2016a). This unit titled ‘Life in Our
Community, Past and Present’ will look at how the local community (people, places and
environment) has changed over time and how it has remained the same. The History sub-
strand has clear connections to the key idea of ‘Who we are, who came before us, and
traditions and values that have shaped societies’ where students ‘explore their own identity,
Australia’s heritage and cultural diversity, and Australia’s identity as a nation in the world.
They examine the significance of traditions and shared values within society’ (ACARA
2016b), although the unit has connections to all four key learning areas. The curriculum
provides opportunities for students to foster historical understanding of their local area
looking at how and why it has changed in terms of sources, continuity and change, cause
and effect, and the significance of Country to Aboriginal and Torres Strait Islander Peoples
looking at perspectives and empathy (ACARA 2016).

It is essential that students understand how continuity in Australian life, and changes over
time, affect our lives today and impact our choices for the future. The past continues to
affect many people and the diverse cultures in Australia in many ways. Students need to be

Amanda Christofis
Student ID: 110186161 1
aware of our historical background and understand that what we do affects the future of
our society and environment. The unit will encompass indigenous life prior to and after
European colonisation, how the Australian landscape has changed, how our influence has
affected the environment, and how we can learn from the past.

Learning Focus

Knowledge and Understanding

The following unit links directly to the Australian Curriculum content descriptors for
knowledge and understanding in History of:

‘How the community has changed and remained the same over time and the role that
people of diverse backgrounds have played in the development and character of the
local community’ (ACARA 2016a, ACHASSK063).

By exploring a historical narrative and their local community, students will investigate how
their community has changed over time. The unit plan provides an opportunity to compare
similarities and differences through images of the local community and environment, from
the past to the present day.

Inquiry and Skills

The methods of teaching HaSS are based on the constructivist inquiry process as it ‘assists
students to engage with multiple forms of knowledge more easily because there is an
acknowledgment that they already have some understandings of the ideas to be
appreciated’ (Reynolds 2014, p. 51). As will be highlighted in the unit plan the constructivist
methodology involves the educator and students working collectively and sharing the
responsibility of building meaning, developing student’s prior knowledge to acquire new
real understanding, leading to students becoming confident, creative individuals and active
and informed citizens (Ministerial Council on Education, Employment, Training and Youth
Affairs 2008, p. 8; Reynolds 2014, p. 33). Through constructivist teaching in HaSS educators
‘enthuse, challenge, direct, mentor, evaluate and advise’ students through encouraging
higher order thinking skills and allowing students to lead their own inquiries from inclusive

Amanda Christofis
Student ID: 110186161 2
and critical perspectives, and communicate their discoveries and opinions appropriately
(Hoepper 2014; Newmann, cited in Pressley & McCormick 1995).

The Australian Curriculum inquiry and skills sub-strand that links to the unit plan includes
questioning: posing questions ‘to investigate people, … places’ (ACARA 2016a, ACHASSI052),
researching: ‘locate and collect information and data from different sources, including
observations’ (ACARA 2016a, ACHASSI053), analysing: ‘interpret data and information
displayed in different formats’ (ACARA 2016a, ACHASSI057); evaluating and reflecting: ‘draw
simple conclusions based on analysis of information and data’ (ACARA 2016a, ACHASSI058),
and communicating: ‘present ideas, findings and conclusions in texts and modes that
incorporate digital and non-digital representations and discipline-specific terms’ (ACARA
2016a, ACHASSI061).

Questioning starts off the inquiry process where the educator questions the students to
establish prior knowledge and build engagement.

Researching includes both observation and data collection techniques throughout the plan
and involves students locating and identifying relevant information from various sources
including a resource book, websites, interviewing community members and an excursion.

Analysis in the unit plan involves interpreting written and visual data collected in the
researching phase.

Evaluating and Reflecting is through use of knowledge gained through research and analysis.
Students will evaluate and reflect on work of their peers. They will reflect on community
members, their contributions, and how their cultural background has influenced these
contributions.

Communicating is the final stage of the inquiry process where students communicate what
they have learnt, through a range of communication forms (oral, written, multimodal) to
build knowledge and confidence. The communication modes in the unit plan include group
discussions, written profiles, oral presentation in pairs, and a multimodal project poster.

Amanda Christofis
Student ID: 110186161 3
Throughout the unit, students will pose a range of questions about their local community,
research and locate relevant information identifying relevant sources and develop various
texts using a range of communication forms and digital technologies. (ACARA 2016a). The
students will identify and describe characteristics of the local community that have changed
or remained the same over time (ACARA 2016a).

Values
Significant HaSS values supported in the unit plan include democratic processes, by
promoting ideals of equal participation when working in pairs in the unit (QSCC, cited in
Marsh & Hart 2011, p. 164), social justice, in showing concern and empathy towards
different peoples circumstances when interviewing local community members (Marsh &
Hart 2011, p. 164), sustainability, showing that the natural environment contributes to the
quality of people’s lives through an excursion (Fien, cited in Marsh & Hart 2011, p. 164) and
peace, by promoting a positive relationship with others and the environment (QSCC, cited in
Marsh & Hart 2011, p. 164).

The general capabilities strand values that relate to activities in the unit plan include ethical
behaviour, personal and social competence, and intercultural understanding, all working
towards a better society (ACARA 2016a).

Selecting the topic ‘Life in Our Community, Past and Present’ provides an opportunity for
students to learn that decisions that are made impact people and environments, and
connects with the HaSS values of peace and ecological sustainability. Through exploring
Australia’s history students will learn how their community and environment has changed as
a result of significant past events (ACARA 2016a).

The Teaching Sequence

The unit plan incorporates HaSS (History and Geography) and integrates the cross-
curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures and
sustainability (ACARA 2016a). It covers the general capability areas of literacy, information
and communication technology, critical and creative thinking, personal and social capability,
ethical understanding and intercultural understanding (ACARA 2016a) by discussing the
different people, cultures, and places within the local community, past and present.

Amanda Christofis
Student ID: 110186161 4
 Key Inquiry Questions

‘How has our community changed? What features have been lost and what features have
been retained?’ (ACARA, 2016a).

Lesson Inquiry Skills Activity/Lesson Organisation

1 Questioning
- Prior knowledge (local area)
- Building engagement and interest
(familiar locations)
and Resources
Question students to find out prior knowledge of the local area. ‘My Place’ by
Question how they think our local area has changed over time and Nadia Wheatley
what they think has remained the same.
Introduce the book ‘My Place’ and discuss the front and back cover.
Why do you think bushland is shown under the houses? Do you think
there was bushland under our school? Do you have any bushland
around where you live? Do we have any native plants at school? What
is the flag in the blue house, and what do the 3 colours represent?
Who are the custodians of the school land? Is there anything you want
to know, or have observed, from looking at the cover?

Read ‘My Place’, looking at images and maps on each spread. After
the book is read discuss and question what the children think the
book is trying to tell us, guiding them towards how some things have
changed and some things have remained the same over time. Discuss
the changes over time from the book.
2 Questioning Ask the children if they know of any new building or playgrounds or Current aerial
-Prior knowledge of past and anything that has been built recently. Ask if they can remember what satellite map of
present buildings and land features was there before? the local
-Engaging (familiar locations, community
concept of the topic – past and Display a large satellite map of the local area and, as a class, mark the (Google Earth)
present) school and other places of interest to the children on the map, such as <https://earth.
community centres, museums, parks, places of worship, shopping google.com/we
centres. In pairs, students, with the guidance of the teacher, to b/@-
develop an inquiry question that relates to changes to local 34.82367675,1
community landmarks or local environment, and how people of 38.73608815,2
diverse backgrounds and cultures have had an influence over the 66.8910423a,4
changes. 419.12085678d
,35y,0h,45t,0r/
Next to the current map display an old map of the local area marking data=ClAaThJICi
the same areas of interest, discussing whether they are present or QweDZhYjc0Y2J
not. mMGZlM2EzYT
M6MHg1MDM
Question the children regarding the overall changes of the community zNjU0NjI4ZWM
over the period using observation skills. For example, point out (using yMTAZfT81Xrp
the maps) the increase in urban housing where farms once were. pQcAhrBxaZDtX
YUAqDlRlYSBUc
Teacher guides class through asking things such as: before the new mVlIEd1bGx5G
community centre was built what was there and why was it built? The AIgASgC>
local museum looks old, what was it prior to being made into a
museum? Why was the park made beside the creek? Formative Aerial satellite
assessment will look at participation within the group discussion. map of the
local
community
from the past

Amanda Christofis
Student ID: 110186161 5

3 Researching
-collecting information from
different sources
Researching
-gaining knowledge through an
Indigenous perspective
-posing questions to speaker to
deepen and clarifying
understanding of speech given,
giving students the opportunity to
make connections with their own
perspectives and place in the
community
4 Researching
-Observe different creek
environments, native or introduced
plants
-Engagement
5 Researching
-Gaining information from online
or print, or gaining information
through interview
6 Analysing
-Comparing current creek
environment to past photos
7 Analysing
-interpret the collected data to
address the criteria set for the
character profile
Amanda Christofis
Student ID: 110186161
sourced from
local library or
state archives.
Using the website ‘Tea Tree Gully Heritage Museum’ navigate through Tree Gully
the website starting with the Home page showing a current Heritage
photograph and summary of changes, then navigate and read the Museum
History page showing a photograph from the past. website:
http://www.ttg
Children to complete an observation form drawing on the comparison museum.on.net
of images and group discussion to ensure children consolidate and /index.htm
deepen their understanding, which includes:
1. Describe 2 ways our community has changed? Observation
2. Provide 2 reasons why the community changed? form
3. Identify 2 differences between the past map and the current
map of our community? Local Aboriginal
4. Identify 2 features on the maps that have remained the Elder
same?
(Non-graded Formative Assessment – teacher to make comments
where students need support and gives the teacher an opportunity to
be aware of which students need scaffolding to ensure in later
activities pairing of students can ensure those who need it are
partnered with a better abled peer.)
Invite an Aboriginal Elder from the local area to speak to the class
about the local Indigenous history of the area and give the
opportunity for the children to ask questions.
Excursion to local creeks to show the differences. For example, Resources for
Banksia Park has three creeks within walking distance from each excursion:
other, that are quite different. One has tall grass with minimal water, -book for note,
one is slightly larger with more water and moss, and the other is images etc
larger again and is usually littered with rubbish. Students to take -writing
photographs, notes, sketches. materials
-camera
Students to pair up and choose a local member of the community, -library,
past or present, to research and/or interview with a focus on that -computers,
person’s role in the community, their cultural background and effect tablets
they have had on the local community. -community
member access
Follow up activity to build on excursion. -old photos of
The current creek photographs and sketches to be compared to old the creeks
photographs.
Students to analyse and record the differences between the current
and past environments at each of the creeks.
This could include observations of why each creek has developed in
such a way. For example, rubbish due to place that people
congregate, more water and moss due to run-off from hill, tall grass as
undisturbed area, more housing, schools and sports grounds.
Follow up paired activity to research/interview a local community Self-assessment
member. report sheet
Students to interpret the collected data on their local community
member including the role that the person has had in the community,
their contribution to the community, the cultural background of that
person and what effect they have had on their community.
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 Evaluating and Reflecting
8 Communicating
-written character profile
9 Communicating
-oral presentation to class.
10 Communicating
-multimodal communication poster
using the lessons in the unit plan to
bring in the information together.
Assessment
A range of assessment methods will be integrated into the unit including self-assessment,
formative assessment and summative assessment.
Amanda Christofis
Student ID: 110186161
Students are to evaluate and draw conclusions on their local
community member.
Students to draw conclusions based on the analysis of information
and data collected using the creek excursion resources and notes and
old photographs.
Student pairs to communicate their conclusions as a written character
profile.
Each student in the pair to submit a self-assessment report on a
teacher designed pro-forma answering the following questions:
1. How did our pair work together?
2. What did we do really well?
3. What do we need to improve on?
Each pair to give an oral presentation on their profiled community Peer evaluation
member to the class. For each presentation, the teacher to nominate and reflection
another pair to complete a peer evaluation and reflection (questions form (Appendix
below). 1)
Peer Evaluation and Reflection Form to evaluate
1. What is the main way the person contributed to the
community?
2. Make 1 comparison with your own chosen profiled
community member showing a similarity or difference.
3. How is this different to how the Aboriginal Elder described
the community and how it has changed? Give 2 points.
This reflection and evaluation will be used as a formative assessment
piece.
Final project for Summative Assessment. Criteria and
Students individually to create an A3 poster titled “Our Community” assessment
featuring photos/pictures and written text. Project criteria to be sheet
provided to students in the form of an assessment criteria sheet (Appendix 2)
detailing the following:
1. Include a picture and description of a location as it was in the
past.
2. A picture and description of the same location as it is now in
the present.
3. Include information on how and why it has changed
4. A picture and profile of a community member from the past
including cultural background and contributions made to the
community, or a picture and profile of community member of
the present including cultural background and contribution
to the community.
Projects to be displayed in school library.
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As described in Gilbert and Hoepper (2014, p. 98) assessment should be designed to support
students learning in a positive way that shows the students’ strengths and monitors
progress.

Self-Assessment

Involving students in the assessment process enables reflection and insights on their own
progress (Montgomery 2001, p. 8). Student self-assessment is carried out upon completion
of character profiling in pairs. The self-assessment focus is on how the partnership worked,
giving the teacher an opportunity to gain insight into each student’s contribution to the
completed character profile.

Formative Assessment

Continual assessment through observation, conversation/conference, analysis and recording

findings throughout activities will build an accurate picture of student’s strengths, needs
and development (DEWA 2013, p. 7). This describes formative assessment, which is
undertaken by the teacher observing and taking notes on student participation through
activities including comparing the map and photos from past and present, both in group
discussion and completion of the non-graded observation form, participation in the
excursion evidenced by photography and note taking during the excursion followed by
analysis and comparison of photographs taken on the excursion to past photographs. The
peer reflection and evaluation form will also be used as a formative assessment piece.

Formative assessment items give the opportunity to communicate to the students how they
are progressing and provide positive feedback and areas for improvement to work towards
for future assessments (Gilbert & Hoepper 2014, p. 98). The educator will take notes for the
students as a reminder what they need to work towards.

Summative Assessment

‘Although inquiry learning shifts the focus of assessment from summative to formative,
summative assessment is still important.’ (Behrenbruch 2012, p. 37). As such, the final
project of the unit plan is a summative assessment piece where students build upon and
provide evidence of knowledge gained through the unit of work, drawing together aspects

Amanda Christofis
Student ID: 110186161 8
of all learning activities. This project focuses on Australian Curriculum Year 3 HaSS Content
Descriptions and the History Achievement Standards where ‘students identify individuals…
and aspects of the past that have significance in the present. They identify and describe
aspects of their community that have changed and remained the same over time.’ (ACARA
2016a). The content descriptors assessed are: Knowledge and Understanding: ‘How the
community has changed and remained the same over time and the role that people of
diverse backgrounds have played in the development and character of the local community’
(ACARA 2016a, ACHASSK063), Inquiry and Skills: ‘draw simple conclusions based on analysis
of information and data’ (ACARA 2016a, ACHASSI058), and communicating: ‘present ideas,
findings and conclusions in texts and modes that incorporate digital and non-digital
representations and discipline-specific terms’ (ACARA 2016a, ACHASSI061).

Amanda Christofis
Student ID: 110186161 9
References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016a, F-10

Curriculum: Humanities and Social Sciences: F-6/7 HASS, viewed 23 May 2017,
<http://www.australiancurriculum.edu.au/humanities-and-social-
sciences/hass/curriculum/f-10?layout=1>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016b, F-10

Curriculum: Humanities and Social Sciences: Key Ideas, viewed 23 May 2017,
<http://www.australiancurriculum.edu.au/humanities-and-social-sciences/key-ideas>.

Behrenbruch, M 2012, Dancing in the Light: Essential Elements for an Inquiry Classroom,
Sense Publishers, Rotterdam.

Gilbert, R & Hoepper, B 2014, (eds), Teaching humanities and social sciences: history,
geography, economics & citizenship in the Australian Curriculum, Cengage Learning, South
Melbourne.

Marsh, C & Hart, c 2011, Teaching the social sciences and humanities in an Australian
curriculum, 6th edn, Pearson Australia, Melbourne.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2008,
Melbourne declaration on educational goals for young Australia, MCEETYA, Melbourne.

Montgomery, W 2001, ‘Creating culturally responsive, inclusive classrooms’, Teaching

Exceptional Children, vol. 33, no. 4, pp. 4-9.

Pressley, M & McCormick, CB 1995, 'Thoughtful classrooms’, in M Pressley & CB McCormick

(eds), Advanced educational psychology for educators, researchers, and policymakers,
Harper Collins College Publishers, New York, pp. 286-288.

Reynolds, R 2014, ’Inquiry pedagogy’, Teaching humanities and social science in primary
school, 3rd edn, Oxford University Press, South Melbourne, p. 32-98.

Amanda Christofis
Student ID: 110186161
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Resources

Australian Children’s Television Foundation and Education Services Australia Ltd 2011,
Welcome to my place for teachers, My Place for Teachers, viewed 1 June 2017,
<http://www.myplace.edu.au/home.html?tabRank=1>.

Australian Children’s Television Foundation and Education Services Australia Ltd 2011,
Welcome to my place for teachers, My Place for Teachers, viewed 1 June 2017,
<http://www.myplace.edu.au/home.html?tabRank=1>.

Imagery 2017, Google Earth, Google, date viewed 4 July 2017,

<https://earth.google.com/web/@-
34.82155736,138.73529309,290.61170635a,3437.36184614d,35y,0.00000001h,44.993760
08t,0r/data=ClAaThJICiQweDZhYjc0Y2JmMGZlM2EzYTM6MHg1MDMzNjU0NjI4ZWMyMT
AZfT81XrppQcAhrBxaZDtXYUAqDlRlYSBUcmVlIEd1bGx5GAEgAQ>

The National Trust of South Australia n.d., Tea Tree Gully Heritage Museum, viewed 3 July
2017, <http://www.ttgmuseum.on.net/index.htm>

Wheatley, N 2008, My place: classroom ideas, Walker Books Australia Pty Ltd, Newtown,
NSW, viewed 23 May 2017,
<http://www.walkerbooks.com.au/statics/dyn/1218001059961/My-Place-Classroom-
Ideas.pdf>.

Wheatley, N 2008, My place, Walker Books Australia Pty Ltd, Newtown, NSW.

Wheatley, N 2010, Making my place, Harper Collins Publishers Australia Pty Limited, Sydney,
NSW.

Amanda Christofis
Student ID: 110186161
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Appendix 1

Peer Evaluation and Reflection

Criteria and Assessment

Student Name:

Students Evaluating:

Please answer the following in relation to your peer’s oral presentation:

Name of Local Community Member:

1. What is the main way the local person contributed to the community?

2. Make 1 comparison with your own chosen profiled community member showing a
similarity or difference.

3. How is this different to how the Aboriginal Elder described the community and how
it has changed? Give 2 points.

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Student ID: 110186161
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Appendix 2

‘Our Community’ Project

Criteria and Assessment

Name:

Due Date:

Your task is to create an A2 project poster titled “Our Community”.

Your poster needs to include the following: Marks

1. A picture and description of a location in our community as
it was in the past. /5
2. A picture and description of the same location in our community
as it is now in the present. /5
3. How and why the location has changed. /5
4. A picture and profile of a community member from the past
including their cultural background and contributions they made
to the community, or
A Picture and profile of a current community member including
cultural background and contribution they make to the community /5

Presentation and neatness /5

TOTAL MARKS /25

This sheet is to be handed up with the poster.

Make your poster look interesting – they will be displayed in the school library

Teacher Feedback:

Amanda Christofis
Student ID: 110186161
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