Year X unit overview — Australian Curriculum: History ...



Year X unit overview — Australian Curriculum: History

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, .

|School name |Unit title |Duration of unit |

| | | |

|Unit outline |

|Describe the focus and context for learning in this unit. |

|Explain why this unit is important, in general terms. |

|Explain how this unit contributes to achieving school or sector priorities (e.g. literacy, numeracy, values education, equity). |

|Identify the “big ideas” of the unit, including the key concepts, content and context. |

|Identify the inquiry questions that will shape inquiry in this unit. |

|Identify curriculum |

|Content descriptions to be taught |General capabilities and cross-curriculum priorities |

|Historical Knowledge and Understanding |Historical Skills | |

|Insert the specific content descriptions from the Australian Curriculum|Insert the specific content descriptions from the Australian Curriculum|Identify and describe the general capabilities and cross-curriculum |

|that will be covered in this unit. |that will be covered in this unit. |priorities that will be targeted in the unit. Delete those that don’t |

|Include any unit-specific elaborations. |Include any unit-specific elaborations. |apply. |

| | |[pic] Literacy |

| | | |

| | |[pic] Numeracy |

| | | |

| | |[pic] ICT capability |

| | | |

| | |[pic] Critical and creative thinking |

| | | |

| | |[pic] Personal and social capability |

| | | |

| | |[pic] Ethical behaviour |

| | | |

| | |[pic] Intercultural understanding |

| | | |

| | |[pic] Aboriginal and Torres Strait Islander histories and cultures |

| | | |

| | |[pic] Asia and Australia’s engagement with Asia |

| | | |

| | |[pic] Sustainability |

|Historical Understandings |

|Check the Historical Understandings that will be addressed in this unit. |

|☐ Sources |☐ Continuity and change |☐ Cause and effect |☐ Perspectives |☐ Significance |☐ Empathy |

|Achievement standard |

|Insert the achievement standard for the learning area and year level from the Australian Curriculum. |

|Relevant prior curriculum |Curriculum working towards |

|Outline relevant previous curriculum content and standards (knowledge, skills and processes) that students |Outline curriculum content (knowledge, skills and processes) that students are working towards. |

|need to succeed in this unit. |Specify where this content occurs by identifying the year level and learning area. |

|Specify where this content occurs by identifying the curriculum document, year level and learning area. | |

|Bridging content |

|Identify bridging content (knowledge, skills and processes) needed to address gaps in student understandings. |

|Links to other learning areas |

|Explain how this unit links to other learning areas. |

|Assessment |Make judgments |

|Describe the assessment |Assessment date |Identify content descriptions that are the focus of student |

| | |learning within assessment in this unit. |

| | |List task-specific descriptors of quality. These include |

| | |statements of desirable features in student work. |

| | |For further advice and guidelines on constructing guides to |

| | |making judgments refer to the Learning area standard |

| | |descriptors: qsa.qld.edu.au |

|Identify the evidence of learning that will be gathered during this unit. |Specify when assessment will occur. | |

|Identify the assessment categories and techniques that will be used, e.g. written, spoken/signed and multimodal, | | |

|Refer to Assessment: History — Advice on implementing the Australian Curriculum P–10 | | |

|qsa.qld.edu.au/downloads/early_middle/ac_history_assess_advice.pdf | | |

|Explain how the assessment is designed to cater for the varied needs and abilities of all students. | | |

|Specify where feedback strategies occur to allow students to evaluate their own work and identify ways to improve | | |

|it. | | |

|Concisely describe the purposes of the assessment. | | |

|State the conditions of the assessment, including the: | | |

|format | | |

|length | | |

|scope | | |

|resources required. | | |

|Teaching and learning |Supportive learning environment |

|Teaching strategies and learning experiences |Adjustments for needs of learners |Resources |

|Outline key learning experiences and teaching strategies that will: |Section 6 of the Disability Standards for Education|List the key people, resources and relationships|

|ensure the identified curriculum is explicitly taught |(The Standards for Curriculum Development, |needed to ensure the successful delivery of all |

|prepare students for the assessment. |Accreditation and Delivery) states that education |key learning experiences and assessment. |

| |providers, including class teachers, must take | |

| |reasonable steps to ensure a course/program is | |

| |designed to allow any student to participate and | |

| |experience success in learning. | |

| |The Disability Standards for Education 2005 (Cwlth)| |

| |is available from: select Human | |

| |rights and anti-discrimination > Disability | |

| |standards for education. | |

| | | |

| |Explain the specific considerations that will be | |

| |given to support individual learning and | |

| |assessment. | |

| |Explain adjustments that will be made to the | |

| |learning experiences to cater for the varied needs,| |

| |abilities, interests and experiences of students. | |

|Use feedback |

|Ways to monitor learning and assessment |Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit. |

| |Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross mark at key points to ensure consistency of |

| |judgments; and participate in moderating samples of student work at school or cluster level to reach consensus and consistency. |

|Feedback to students |Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to students on their strengths and areas for |

| |improvement. |

| |Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve. |

| |Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple opportunities for students to experience, practise and|

| |improve. |

|Reflection on the unit plan |Identify what worked well during and at the end of the unit, including: |

| |activities that worked well and why |

| |activities that could be improved and how |

| |assessment that worked well and why |

| |assessment that could be improved and how |

| |common student misconceptions that need, or needed, to be clarified. |

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