Skills interpretation and analysis of selected historical sources that identify different points of view and provide useful evidence connected to inquiry questions communication in explanatory texts that incorporate the use and acknowledgement of sources of historical evidence For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: Teaching and learning Supportive learning environment Teaching strategies and learning experiences Adjustments for needs of Resources learners Group work allows flexibility for children/students to revise or extend learning according to individual needs, which caters for the needs of all learners. Students: Section 6 of the Disability Students would benefit from access to: Standards for Education (The sequence key events, developments and periods relevant to the content search engines, museum and library Standards for Curriculum and concepts catalogues and indexes to find material Development, Accreditation and relevant to inquiry such as stories, songs, use and define historical terms and concepts related to the historical Delivery) states that education diaries, official documents and artworks period providers, including class primary and secondary sources to teachers, must take reasonable pose key questions related to convict and colonial presence, reasons for (a) investigate migration to Australia, and steps to ensure a migration and experiences and contributions of migrant groups (b) compare various models of course/program is designed to identify and locate a range of sources to use when exploring key events, communicating historical information allow any child to participate developments and periods computer facilities and ICT support and experience success in identify points of view from a range of sources field trips to relevant locations or excursions learning. to museums and galleries. The Disability Standards for use a range of communicate forms to present findings
Skills interpretation and analysis of selected historical sources that identify different points of view and provide useful evidence connected to inquiry questions communication in explanatory texts that incorporate the use and acknowledgement of sources of historical evidence For further advice and guidelines on constructing guides to making judgments refer to the Learning area standard descriptors: Teaching and learning Supportive learning environment Teaching strategies and learning experiences Group work allows flexibility for children/students to revise or extend learning according to individual needs, which caters for the needs of all learners. Adjustments for needs of learners Resources Students: sequence key events, developments and periods relevant to the content and concepts use and define historical terms and concepts related to the historical period pose key questions related to convict and colonial presence, reasons for migration and experiences and contributions of migrant groups identify and locate a range of sources to use when exploring key events, developments and periods identify points of view from a range of sources use a range of communicate forms to present findings Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) states that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any child to participate and experience success in learning. The Disability Standards for Students would benefit from access to: search engines, museum and library catalogues and indexes to find material relevant to inquiry such as stories, songs, diaries, official documents and artworks primary and secondary sources to (a) investigate migration to Australia, and (b) compare various models of communicating historical information computer facilities and ICT support field trips to relevant locations or excursions to museums and galleries.
ac_history_y5-7_multi_unit_overview.docx