use a telephone to communicate Students explore the role of technology in changing the way in Protecting personal Historical with familiar and unfamiliar which people communicate and share stories. Questions for information Office of the – people consideration: eSafety Commission, investigation and recognise language features of How are people sharing stories in today’s world? Australian Government research everyday and workplace texts, for What technology are they using to do this? engage with example colloquial and informal What are some of the risks in using technology to relevant sources Suggested texts: language, visual and graphic share and keep our records and personal histories? to investigate elements questions Multimedia: respond to social media texts, for Investigate the development of telephone communication. example contribute to a class Students explore the changes to telephone technology through Explanation and Goat on a Cow Radiolab blog, comment on a social media photographs and create a visual timeline. Students to explore – communication post protocols of telephone conversations, for example My ‘Hello. demonstrate use language features and name is____. May I speak to ___?’. My Australian understanding of textual form suitable to purpose, – Broadcasting Commission time and audience and context when Students explore the development of social media as a chronology composing texts method of sharing stories, ideas, beliefs and cultures. The select and use a compose a range of everyday teacher selects examples of blogs, video logs, photographs range of methods texts, for example email, social and short texts such as Tweets to display to class. Students to communicate media posts, calendar or school respond to text, identifying purpose, context and meaning about the past diary entry where possible. recognise the difference between private and public texts Revise cyber safety principles around protecting personal information online. History Students create personal profiles about themselves using a The Construction of Modern written or digital scaffold. Students consider what information Histories they want to share with others and what should stay private. Students: Questions for discussion: explore the different ways history What stories from my life do I want to share with can be made, eg narrative others? history, biography, oral histories, What information would I like other people to know anecdotes, news reports, about me? artefacts and formal historical How do I want people to remember me? publications As a group, students create a capsule’, each contributing ‘time Historical Investigation a text, image or item that represents their personal identity or
Historical investigation and research engage with relevant sources to investigate questions Explanation and communication demonstrate understanding of time and chronology select and use a range of methods to communicate about the past use a telephone to communicate with familiar and unfamiliar people recognise language features of everyday and workplace texts, for example colloquial and informal language, visual and graphic elements respond to social media texts, for example contribute to a class blog, comment on a social media post use language features and textual form suitable to purpose, audience and context when composing texts compose a range of everyday texts, for example email, social media posts, calendar or school diary entry recognise the difference between private and public texts History The Construction of Modern Histories Students: explore the different ways history can be made, eg narrative history, biography, oral histories, anecdotes, news reports, artefacts and formal historical publications Historical Investigation Students explore the role of technology in changing the way in which people communicate and share stories. Questions for consideration: How are people sharing stories in today’s world? What technology are they using to do this? What are some of the risks in using technology to share and keep our records and personal histories? Investigate the development of telephone communication. Students explore the changes to telephone technology through photographs and create a visual timeline. Students to explore protocols of telephone conversations, for example ‘Hello. My name is____. May I speak to ___?’. Students explore the development of social media as a method of sharing stories, ideas, beliefs and cultures. The teacher selects examples of blogs, video logs, photographs and short texts such as Tweets to display to class. Students respond to text, identifying purpose, context and meaning where possible. Revise cyber safety principles around protecting personal information online. Students create personal profiles about themselves using a written or digital scaffold. Students consider what information they want to share with others and what should stay private. Questions for discussion: What stories from my life do I want to share with others? What information would I like other people to know about me? How do I want people to remember me? As a group, students create a ‘time capsule’, each contributing a text, image or item that represents their personal identity or Protecting personal information – Office of the eSafety Commission, Australian Government Suggested texts: Multimedia: Goat on a Cow – Radiolab My – Australian Broadcasting Commission
stage-6-year-11-sample-unit-integrated-life-skills-english-history.docx