Explanation and use language features and communication textual form suitable to purpose, Discuss the importance of sharing ideas and stories with use historical audience and context when others. Ask students to consider all records from history ‘Are terms and composing texts written?’ Display examples of photographs, drawings or concepts compose a range of texts in artefacts and encourage students to make connections or appropriately different modes and draw conclusions about the meaning and origin of the demonstrate combinations of modes, for images/objects. understanding of example oral presentation using time and visual supports such as images, Using photographs, students create a visual timeline of an chronology or a digital presentation event or activity they completed recently, eg cooking, select and use a excursion, sport. Encourage students to link photographs to of methods to History language associated with time such as first; next; after; last; communicate during; later; before. Historical Investigation about the past The process of investigation could Create a word bank of key terms associated with time. Place involve: emphasis on the scale of history from long ago to yesterday – engaging with relevant sources to that history can be over a period of centuries or hours. investigate questions identifying what sources can Students consider the physical changes that they have reveal about the past undergone as they have grown older. Studying photos of historical terms appropriately themselves or others as an infant or young child, students engaging with chronology and record the differences between now and then. Consider the concepts, for example developing following questions for discussion: a timeline of an historical event, Why might parents take photographs of their children? personality, period or concept Why do people take photographs on holidays? developing texts to communicate What is your favourite photograph? What makes it so about the past special? Students compose a recount (written, visual/symbolic or verbal) about their favourite holiday, a memorable special event or a photograph of significance. Analysis and use of English How do people communicate stories and experiences sources from their past? Convict Records State Students: – identify different Library of QLD engage with a broadening of types of sources texts with unfamiliar structures and language
Explanation and communication use historical terms and concepts appropriately demonstrate understanding of time and chronology select and use a of methods to communicate about the past use language features and textual form suitable to purpose, audience and context when composing texts compose a range of texts in different modes and combinations of modes, for example oral presentation using visual supports such as images, or a digital presentation History Historical Investigation The process of investigation could involve: engaging with relevant sources to investigate questions identifying what sources can reveal about the past historical terms appropriately engaging with chronology and concepts, for example developing a timeline of an historical event, personality, period or concept developing texts to communicate about the past Discuss the importance of sharing ideas and stories with others. Ask students to consider ‘Are all records from history written?’ Display examples of photographs, drawings or artefacts and encourage students to make connections or draw conclusions about the meaning and origin of the images/objects. Using photographs, students create a visual timeline of an event or activity they completed recently, eg cooking, excursion, sport. Encourage students to link photographs to language associated with time such as first; next; after; last; during; later; before. Create a word bank of key terms associated with time. Place emphasis on the scale of history from long ago to yesterday – that history can be over a period of centuries or hours. Students consider the physical changes that they have undergone as they have grown older. Studying photos of themselves or others as an infant or young child, students record the differences between now and then. Consider the following questions for discussion: Why might parents take photographs of their children? Why do people take photographs on holidays? What is your favourite photograph? What makes it so special? Students compose a recount (written, visual/symbolic or verbal) about their favourite holiday, a memorable special event or a photograph of significance. Analysis and use of sources identify different types of sources English Students: engage with a broadening of texts with unfamiliar structures and language How do people communicate stories and experiences from their past? Convict Records – State Library of QLD
stage-6-year-11-sample-unit-integrated-life-skills-english-history.docx