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|Our Australian Heritage Virtual Project | Stage 2 | Geography, History |

|Summary |Duration |

|Students use an inquiry process as they navigate through a virtual quest to identify changes that |Sample term |

|have occured as a result of British colonisation. They identify, research and investigate, to |9 weeks 4 days |

|recreate a simulation of a real life historical artefact incorporating proportion, perspective and | |

|composition using virtual technology. | |

|Integrated outomes: Maths and English | |

|Outcomes |Unit overview |Resources overview |

|History K-10 |Student pairs undertake a study of the British colonisation of |Aboriginal Languages Map in virtual sim |

|HT2-3 describes people, events and actions related to world |Australia and its effects on the British settlers, convicts and |Aboriginal Languages wallchart (Australian Institute of ATSI |

|exploration and its effects |Aboriginal people. Students use an inquiry process as they navigate|Studies, Canberra) |

|HT2-4 describes and explains effects of British colonisation in |through a virtual quest to identify changes that have occured as a |Selection of Dreaming stories |

|Australia |result of British colonisation. They identify, research and |Selection Australian history library books |

|HT2-5 applies skills of historical inquiry and communication |investigate, to recreate a simulation of a real life historical |Crossmaglen school blog page with relevant links for research |

|English K-10 |artefact incorporating proportion, perspective and |Sim-on-a-Stick (GOGs G Build) (soas) |

|EN2-2A plans, composes and reviews a range of texts that are more |composition using virtual technology. Students also create an |Minecraft |

|demanding in terms of topic, audience and language |online e-book information report related to their |iPads |

|EN2-3A uses effective handwriting and publishes texts using digital|historical artefact for publication on the school blog. |HSIE Journals |

|technologies |Sim-on-a-Stick or Minecraft. |Save the Pacific Northwest Tree Octopus |

|EN2-5A uses a range of strategies, including knowledge of |All students complete a peer and self assessment rubric. |All about explorers |

|letter–sound correspondences and common letter patterns, to spell | | |

|familiar and some unfamiliar words | | |

|EN2-7B identifies and uses language forms and features in their own| | |

|writing appropriate to a range of purposes, audiences and contexts | | |

|EN2-9B uses effective and accurate sentence structure, grammatical | | |

|features, punctuation conventions and vocabulary relevant to the | | |

|type of text when responding to and composing texts | | |

|EN2-12E recognises and uses an increasing range of strategies to | | |

|reflect on their own and others’ learning | | |

|Mathematics K-10 | | |

|MA2-17MG uses simple maps and grids to represent position and | | |

|follow routes, including using compass directions | | |

|Content |Teaching, learning and assessment |Registration |

|Stage 2 - First Contacts |Week 1: Introduce students to topic and research skills. What makes a reliable source? Take students | |

|Key inquiry questions: |to fake websites and explain importance of accurate sources for historical enquiry. Introduce | |

|What was the nature and consequence of contact between Aboriginal |students to referencing and hyperlinking sources. Explain virtual project and pair students. Have | |

|and/or Torres Strait Islander peoples and early traders, explorers |soas running and introduce students if time otherwise leave to week 2. | |

|and settlers? |Week 2: Introduce soas and virtual world questproject. Show students Crossmaglen examples. Allow | |

|What was life like for Aboriginal and/or Torres Strait Islander |student pairs to have 15 minutes to 'play' with soas and develop movement skills etc. Students | |

|peoples before the arrival of the Europeans? |complete 1st virtual quest activity (20 min) and write answers in their HSIE journal. Students must | |

|The historical concepts and skills to be taught throughout Stage 2 |have their research topic selected by week 3! | |

|are listed in the Overview of Teaching and Learning. |Week 3: Students complete 2nd activty (20 min) then begin researching for their virtual projects. | |

|The diversity and longevity of Australia's first peoples and the |Week 4: Virtual activity 3 (20 min) then | |

|ways Aboriginal and/or Torres Strait Islander peoples are connected|students continue researching and collating information and images either in Word or PPT. | |

|to Country and Place (land, sea, waterways and skies) and the |Week 5: Virtual activity 4 (20 min) then work | |

|implications for their daily lives (ACHHK077) |on information reports which must be finalised by week 6 and converted to e-books (Youblisher) | |

|Stage 2 - Writing and representing 1 |Week 6-8 : Convert e-books, Virtual activities (20 | |

|Develop and apply contextual knowledge |min) then commence building artefact either using soas or minecraft. | |

|Students: |Week 9: Finish virtual project and student peer and self assessment rubrics. Discuss with students | |

|identify key elements of planning, composing, reviewing and |the unit and learning process. Was it challenging, too easy? What would they change/why? | |

|publishing in order to meet the demands of composing texts on a |Assessment: | |

|particular topic for a range of purposes and audiences [pic] |Ongoing assessment – student understanding may be assessed through the use of observational | |

|experiment and share aspects of composing that enhance learning and|checklists, anecdotal records, completion of quest tasks in HSIE journals, photographs, and analysis | |

|enjoyment |of contributions to class discussions. | |

|discuss issues related to the responsible use of digital |Assessment 1 | |

|communication [pic] [pic] |Students complete virtual quest activities in HSIE journals | |

|Stage 2 - Writing and representing 2 |Assessment 2 | |

|Students: |Students create virtual artefact and write information report via | |

|use images in imaginative, informative and persuasive texts to |PPT on particular subject. This will then be transformed into a Youblisher e-book for publication on | |

|enhance meaning |the school blog | |

|Stage 2 - Handwriting and using digital technologies |Key Questions: | |

|use a range of software including word processing programs to |What is the name of your artefact? | |

|construct, edit and publish written text, and select, edit and |What time period does it originate from? | |

|place visual, print and audio elements (ACELY1685, ACELY1697) [pic]|Where is it? State and town/city? | |

|Stage 2 - Spelling |What was it made from? | |

|Students: |Who built it? | |

|Respond to and compose texts |Where did the building resources come from? | |

|use a variety of spelling strategies to spell high-frequency words |How long would it have taken to build? | |

|correctly when composing imaginative and other texts |What was it used for, by whom, and why? | |

|experiment with spell check applications and develop an awareness |Is it still standing or being used today and if not what happened to it? | |

|of the limitations of their features in digital technology |You must provide a map with the location of your artefact. If you have chosen a ship this map must | |

|Stage 2 - Grammar, punctuation and vocabulary |show the route taken from its departure country to the arrival place in Australia. | |

|Students: |You must reference your information report from at least two sources including ALL images! | |

|Understand and apply knowledge of language forms and features | | |

|incorporate new vocabulary from a range of sources into students' | | |

|own texts including vocabulary encountered in research (ACELA1498) | | |

|compose a range of effective imaginative, informative and | | |

|persuasive texts using language appropriate to purpose and audience| | |

|Respond to and compose texts | | |

|identify and use grammatical features, eg pronouns, conjunctions | | |

|and connectives, to accurately link ideas and information | | |

|Stage 2 - Position 1 | | |

|Create and interpret simple grid maps to show position and pathways| | |

|(ACMMG065) | | |

|Students: | | |

|use given directions to follow routes on simple maps [pic] | | |

|use and follow positional and directional language (Communicating) | | |

|[pic] | | |

|use digital technologies involving maps, position and paths | | |

|(Communicating) [pic] | | |

|interpret and use simple maps found in factual texts and in the | | |

|media [pic] | | |

|Evaluation |

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