HISTORY UNIT - YEAR 6 – AUSTRALIA AS A NATION WAS FEDERATION A CELEBRATION?

DEVELOPED BY W.TISBURY V.O’DEA J.MARTORELLA

Diocese of Cairns, Catholic Education Services

HISTORY OVERVIEW TERM 1 2013UNIT TITLE: WAS FEDERATION A CELEBRATION?

INQUIRY QUESTIONS

· Why and how did Australia become a nation?

· How did Australian society change throughout the twentieth century?· What contribution have significant individuals and groups made to the development of Australian society?

UNIT OUTLINE CONTENT DESCRIPTIONS ASSESSMENT (A)Through inquiry, students explore and investigate the nature of Australia’s Federation and the key figures and events that led to Australia’s Federation.

Historical Knowledge and Understanding

· Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

Interview Script

Was Federation a Celebration?

If yes for whom? If not, why not?

· Interview format. Students take on the perspective of different stakeholders from the time. Including: politicians, premiers of the 6 colonies, farmers, residents, train driver, etc

· Develop a set of focus questions that explains their perspective and answers the Big Question.

o Was Federation a Celebrationo If they supported Australian becoming a Federation?o How did it change Australian society change?o What contribution did they have to the development of

Australian becoming a Federation?· Individually research questions and answers.· Conduct interview either face to face or electronically.· Individual research and shared presentation.

Historical Skills

Chronology, terms and concepts

· Sequence historical people and events· Use historical terms and concepts

Historical Questions and Research· Identify questions to inform an historical inquiry· Identify and locate a range of relevant sources

Analysis and use of sources· Locate information related to inquiry questions in a

range of sources.· Compare information from a range of sources.

Perspectives and interpretations· Identify points of view in the past and present

Explanation and communication· Develop historical texts, particularly narratives and

Diocese of Cairns, Catholic Education Services

descriptions, which incorporate source material· Use a range of communication forms (oral, graphic,

written) and digital technologiesStudents individually assessed based on the content of their questions and answers. They must hand in a script in one of the following formats:

a performed interview, written script, comic strip (e.g. Pixton for Schools) or short movie (Xtranormal or Photostory - Using photostory)

HISTORICAL CONCEPTS

ACHIEVELENT STANDARDS

K & U HISTORICAL SKILLS· Cause and Effect· Perspectives· Evidence· Empathy· Significance· Continuity and

change· contestability

· identify change and continuity· Describe the causes and effects

of change on society.· Compare the different

experiences of people in the past.

· Explain the significance of an individual and group.

· Sequence events and people (their lifetime) in chronological order, and represent time by creating timelines.

· While researching, students develop questions to frame an historical inquiry.

· Identify a range of sources and locate and compare information to answer inquiry questions.

· They examine sources to identify and describe points of view.

· Students develop texts, particularly narratives and descriptions.

· In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer

Diocese of Cairns, Catholic Education Services

CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

natural, built and social environment2. current environmental issues

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.

Diocese of Cairns, Catholic Education Services

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to:· interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

· understand, use, write and produce different types of text (Texts)

· manage and produce grammatical patterns and structures in texts (Grammar)

· make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

· use and produce a range of visual materials to learn and demonstrate learning (Visual information)

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to:· Calculation and number· Patterns and relationships· Proportional reasoning· Spatial reasoning· Statistical literacy· Measurement.

Students develop ICT competence when they learn to:· Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

· Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

· Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

· Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

· Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to:· pose insightful and purposeful questions· apply logic and strategies to uncover

meaning and make reasoned judgments· think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

· suspend judgment about a situation to consider alternative pathways

· reflect on thinking, actions and processes· generate and develop ideas and

possibilities· analyse information logically and make

reasoned judgments· evaluate ideas and create solutions and

draw conclusions· assess the feasibility, possible risks and

benefits in the implementation of their ideas

· transfer their knowledge to new situations

Diocese of Cairns, Catholic Education Services

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to:· recognise that everyday life involves consideration of

competing values, rights, interests and social norms· identify and investigate moral dimensions in issues· develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

· explore questions such as:o What is the meaning of right and wrong and can I be

sure that I am right?o Why should I act morally?o Is it ever morally justifiable to lie?o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to:· recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

· manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

· perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

· form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to:· identify increasingly sophisticated characteristics of their

own cultures and the cultures of others· recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures· consider what it might be like to ‘walk in another’s shoes’· compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

· reflect on how intercultural encounters have affected their thoughts, feelings and actions

· accept that there are different ways of seeing the world and live with that diversity

· stand between cultures to facilitate understanding· take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

· contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.

Diocese of Cairns, Catholic Education Services

WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TUNING IN RESOURCESKnowledge/content/activity:The invitation

· Teacher dresses in federation era clothing.· Install images of the students around the doorframe of the classroom (the

Celebration Arch).· As students come into the room hand them an invitation to join the

celebration of Federation (ie: You are invited to the celebration of

K & UStudent Resources:

Teacher Resources:Time capsule of images/using Quizlet (teacher to develop their own)

· Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

HISTORICAL SKILLS

Diocese of Cairns, Catholic Education Services

Federation)· Students make a graffiti of their name to add to their image on the door

frame.

Time capsuleTime Capsule of images that show s the reasons for and celebration of Federation. Include different perspectives from Europeans and Indigenous Australians :

· Images of Stamp, celebration, train, news article, indigenous etc (see National Digital Learning Resource Network for suggested images)., Break into groups and discuss. Answer the focus questions.

o Who is it?o What is it?o When was it?o Why was it happening?o Where was it?o Why is this significant to me?o Why would I investigate this further?

· Record answers: eg retrieval chart.· Report back to class – what is each picture and why did they place in that

order. Teacher explains what each picture is· Using teacher set (magnetised), and students put into chronological order

on the board.· Review.

Timeline notes page (notes for future timeline):· Students create a timeline notes page in their books, this is to be added to

as the unit progresses. In Act phase, students will create a timeline of the events and people leading up to the birth of federation.

Images from links on:Diigo : Australian History Curriculum P-6

Link to pdf of images from the National Museum of Australia

Our Federation journey – looks at the federation arches

Discovering Democracy

Federation Arches

SlideShare – example of

Chronology, terms and concepts

· Sequence historical people and events Use historical terms and concepts

Analysis and use of sources

· Compare information from a range of sources.

Explanation and communication

Develop texts, particularly narratives and descriptions, which incorporate source materials.

ASSESSMENT OPPORTUNITIES

Diocese of Cairns, Catholic Education Services

Glossary:

· Begin word bank Glossary. Put under headings: Key Figures, Key Events.· Make a class Popplet or Wordwall.

Chronological order

HISTORICAL LANGUAGE KEY CONCEPTSFederation, colonies, government, celebration, king, queen, flag, stamp, Australia, Parliament, identity, newspaper, railway, separate, continent, industry, farm, indigenous, communications, immigration, Acts of Parliament, artefact

· Evidence· Continuity and change· Significance

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

EXPLORING RESOURCESWhat are the pro’s and cons .

The reason why people wanted to Federate,· Separate the students into 6 groups students according to the different

colonies. Nominate a colony to each group.· In the group, students look at different issues that each colony had prior to

federation such as and including: defence, railway, taxes, Immigration, communications and (SOSE Alive History 2 p 88)

· Getting it together: from colonies to Federation

K & U Student Resources:Museum of Australian Democracy - Getting it together: From Colonies to Federation

Civics and Citizenship of Australia – Federation fast facts

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

Diocese of Cairns, Catholic Education Services

· Students use a shape of each colony, on this they record- pros and cons for federation.-key figures-key events

· Whole class discussion: Common elements of issues that led to the discussion of Federation.

· Explicit teacher discussion regarding outside influences (SOSE Alive History 2, p. 88).

Notetaking:- Using graphic organisers* , students record the following information. This

is to be added to throughout the unit.- Students use these when deciding who their perspective is for their

assessment*more graphic organisers * Interactive graphic organisers

The Key figures who did and did not want Federation:· Who are the key figures for each of the colonies * why didn’t NZ join?· Students record in their books.· (Australian Dictionary of Biography – online edition)

The Key Events for Federation:· What were the key events that led to Federation· Students record in their books or online (e.g. Kidblog)

Outside influences· What were the outside influences· Students record in their books or online (e.g. Kidblog)

Timeline notes page:· Add new information to timeline notes page.

Teacher Resources:SOSE Alive History 2 p.88

Discovering Democracy – The people make a Nation

National Museum of Australia –Life at the time of

HISTORICAL SKILLS ASSESSMENT OPPORTUNITIES

Chronology, terms and concepts· Sequence historical people and

events· Use historical terms and concepts

Analysis and use of sources· Compare information from a range

of sources.Perspectives and interpretations

· Identify points of view in the past and present

Explanation and communication· Develop historical texts, particularly

narratives and descriptions, which incorporate source material

· Use a range of communication forms (oral, graphic, written) and digital

Student responses to What are the pros and cons.

Student reflection (Blog)

Diocese of Cairns, Catholic Education Services

technologies

HISTORICAL LANGUAGE KEY CONCEPTSCouncil, Henry Parkes, Tenterfield locals, Corowa Conference, Federal constitutional convention, referendum, national constitution, immigration, communication, West Australia, South Australia, Queensland, Victoria, Tasmania, New South Wales, Edmund Bardon, George Reid, John Quick.

· Perspectives· Significance· Cause and effect

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

LOOKING Resources

Knowledge/content/activity:WHO WAS WANTING TO CELEBRATE?

Hand out the assessment and discuss.

PeopleWho influenced the decision making?

· Teacher explicitly teaches students how to answer this question.· Who influenced the decision, ie: the people who wanted it, the people who

didn’t want it, politicians, residents, farmers, merchants

K & U Student Resources:

Teacher Resources:National Library of Australia Trove - Newspaper article from the time

· Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

HISTORICAL SKILLS Assessment Opportunities

Chronology, terms and concepts Hand out Assessment

Diocese of Cairns, Catholic Education Services

Visual literacy activity. – Key Figures

· Using a range of different images (from Advance Australia),· Show students a slide show of different images of the various stakeholders

that supported and those who rejected Federation.· Students categorise according to who were they, why are they significant,

what did they believe in, if they supported Federation or not.· (farmers, business men, merchants, politicians, residents etc)

Teacher Discussion and Timeline Notes - Events

· 1886 Federation council meeting.

· Sequence historical people and events

· Use historical terms and conceptsHistorical Questions and Research

· Identify questions to inform an historical inquiry

· Identify and locate a range of relevant sources

Analysis and use of sources· Locate information related to inquiry

questions in a range of sources.· Compare information from a range

of sources.Perspectives and interpretations

· Identify points of view in the past and present

Explanation and communication· Develop historical texts, particularly

narratives and descriptions, which incorporate source material

· Use a range of communication forms (oral, graphic, written) and digital technologies

Student responses to visual literacy activity.

Historical Language KEY CONCEPTS

Stakeholders

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

SORTING Resources

How did the key people contribute to the celebration?

· Choose a key person who was involved in the inception of Federation.· Write a series of questions regarding the person’s role in Federation and

their perspective of Federation.

Choose from the following people

· Henry Parkes· Edmund Bardon· George Reid· John Quick· Alfred Deakin

Historical Skill – Questioning.

· Teacher directed activity regarding what type of questions· Students write a series of questions that relate to their role in the

inception of federation.

K & U Student Resources:Australian Dictionary of Biography – online editionJohn QuickAlfred Deakin

Teacher Resources:

TroveHistorical Newspaper articles can be accessed here

· Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

HISTORICAL SKILLS Assessment Opportunities

Chronology, terms and concepts· Sequence historical people and

events· Use historical terms and concepts

Historical Questions and Research· Identify questions to inform an

historical inquiry

Student’s questions

Answers to the questions

Did they answer the Big question?

Diocese of Cairns, Catholic Education Services

Writing Questions

· Write their focus questions that explains their perspective and answers the Big Question. Sample question: What colony did you come from, why did you want or not want Federation happen? How did you show your support for Federation, How did you campaign for or against Federation, explain how Australia becoming a Federation made you feel.

· Identify and locate a range of relevant sources

Analysis and use of sources· Locate information related to inquiry

questions in a range of sources.· Compare information from a range

of sources.Perspectives and interpretations

· Identify points of view in the past and present

Explanation and communication· Develop historical texts, particularly

narratives and descriptions, which incorporate source material

· Use a range of communication forms (oral, graphic, written) and digital technologies

Historical Language KEY CONCEPTS

PerspectiveCause and effectEvidenceSignificanceContestability

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

TESTING Resources

ASSESSMENT: Interview Script

Was Federation a Celebration?

If yes, for who? If not, why not?

· Interview format. Students take on the perspective of different stakeholders from the time. Including: politicians, premiers of the 6 colonies, farmers, residents, train driver, women and Indigenous etc

· Using skills developed in previous lessons, develop a set of focus questions that explains and explores their perspective and answers the Big Question.

· Individually research questions and answers.· Conduct interview either face to face or electronically.· Individual research and shared presentation.

Students individually assessed based on the content of their questions and answers. They must hand in a script in either of the following formats: : a performed interview, written script, comic strip (Pixton Comic life), or short movie (Xtranorma/photostoryl)

K & UStudent Resources:See resource list

Teacher Resources:Film clips of ceremonies

· Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

HISTORICAL SKILLS Assessment Opportunities

Chronology, terms and concepts· Sequence historical people and

events· Use historical terms and concepts

Historical Questions and Research· Identify questions to inform an

historical inquiry· Identify and locate a range of

relevant sourcesAnalysis and use of sources

· Locate information related to inquiry questions in a range of sources.

· Compare information from a range

Students individually assessed based on the content of their questions and answers. They must hand in a script in either of the following formats: : a performed interview, written script, comic strip (see resource list for ideas)

Diocese of Cairns, Catholic Education Services

of sources.Perspectives and interpretations

· Identify points of view in the past and present

Explanation and communication· Develop historical texts, particularly

narratives and descriptions, which incorporate source material

· Use a range of communication forms (oral, graphic, written) and digital technologies

Historical Language KEY CONCEPTS

PerspectiveCause and effectEvidenceSignificanceContestability

REFLECTION

Diocese of Cairns, Catholic Education Services

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESCE SEL IE

Tuning In Exploring Looking Sorting Testing Acting Reflecting

ACTING Resources

Silent conversation:

· Teacher places butchers paper on 3 desks with each heading below.· Students have a coloured texta and walk around to each question and add

their thoughts and answers to each question.· If students don’t want to put their answers, they can tick or put question

marks on different responses.1. What changes did Federation make to Australian Society?2. What were the benefits of Federation?3. What were the negatives of Federation?

· At the conclusion, discuss each question and the responses given by students.

Was federation a celebration?

· Write a short reflection that answers this question.· Include in your answer different people’s perspectives and evidence from

the information you have learnt.

How does the decisions made in 1901 impact on my life today.

K & U Student Resources:

Teacher Resources:Parliamentary Education Office

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government.

HISTORICAL SKILLS Assessment Opportunities

Perspectives and interpretations· Identify points of view in the past

and presentExplanation and communication

· Develop historical texts, particularly narratives and descriptions, which incorporate source material

· Use a range of communication forms (oral, graphic, written) and digital technologies

Student responses to silent conversation.

Diocese of Cairns, Catholic Education Services

· Choose an artefact from the 21st century to identify the direct impact of Federation to connect back eg. Newspaper article, image

· Ask students how it connects to Federation.

How did Federation impact on the laws in Australia in the early 1900s.

· What system of government was Australia’s post Federation system based Historical Language KEY CONCEPTS

Westminster system, judiciary, legislature, parliament, separation of powers, constitutional monarchy. ContestabilitySignificanceTime and continuityEvidence

REFLECTION

Diocese of Cairns, Catholic Education Services

RESOURCES

Print Resources Electronic Resources Web 2.0 Tools (create and present)

Easton, M et al., SOSE Alive 1 (Jacaranda) Jackson, L et al, SOSE Alive History 2 (Jacaranda)Curriculum Corporation, Discovering DemocracyHarris N., Federation of Australia (World Book)Gard, S., Making of a Nation (Macmillan)Graham, W., Nation builders (Macmillan)French, J., A Nation of swaggies and diggers (Fair dinkum histories)Thompson, J., Documents that shaped a nation: Record s of a nation’s heritage (Pier 9)

PDF filesQSA English SOSE: The way we were

BACKGROUND SOURCES (BOTH TEACHER AND STUDENT)

National Museum of Australia – Federation collectionNational Library of Australia Trove - Newspaper article from the timeMuseum of Australian Democracy - Getting it together: From Colonies to FederationMy PlaceAustralian History TimelineDiscovering DemocracyNational Archives of Australia Civics and Citizenship of Australia

GENERAL WEBSITES FOR THE TOPICFederation: Teacher notesFederation in AustraliaAustralia, Federation 1901Federation and Australia’s constitutionFederationHistory –The Federation story

CREATING PATHFINDERSScootleDiigo – History P-6 website

xtranormal - writing a script with one or two actors, create a movie

Museum Box – collect and store text, images, sounds.

Popplet – Brainstorm/Mind maps/Concept maps/questions

Quizlet – teacher can set up vocabulary list

Pixton , ToonDoo – create comic scriptsComic Life -

Diocese of Cairns, Catholic Education Services

EBOOKSCraig, L., Australian Colonies (e book) fromAustralian History Series

DATABASESAustralian Dictionary of Biography – online edition

IMAGESAdvance AustraliaAustralian Screen clips

INTERACTIVESCitizen’s Arch National Museum of Australia

GENERAL WEBSITES FOR THE TOPICFederation: Teacher notesFederation in AustraliaAustralia, Federation 1901Federation and Australia’s constitutionFederationHistory –The Federation storyAustralian History Timeline

Diocese of Cairns, Catholic Education Services

Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

Diocese of Cairns, Catholic Education Services

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials

Diocese of Cairns, Catholic Education Services