used to investigate the of the past that have of factors (cause/s) and events are seen and view of the participant/s, aspects of the past, such past. A source becomes remained the same over consequence/s understood, and including an as events, is of value certain periods of time. (effect/s). These form influenced by age, appreciation of the developments, “evidence” if it to a particular inquiry. Changes are events or sequences of events gender, culture, social circumstances faced, movements and developments from the and developments over position and beliefs and and the motivations, historical sites, and past that represent time. values. values and attitudes includes an examination modifications, alterations behind actions. of the principles behind and transformations. the selection of what should be investigated and remembered. Achievement standard By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts. Relevant prior curriculum Curriculum working towards
used to investigate the past. A source becomes “evidence” if it is of value to a particular inquiry. of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations. of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time. events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values. view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions. aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered. Achievement standard By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts. Relevant prior curriculum Curriculum working towards
ac_history_yr5_unit_overview.docx