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Pialba State school Curriculum Planning V8 2020 Planned
PIALBA STATE SCHOOL: HASS YEAR 5 SEMESTER 1 UNIT 2 PLAN (Term 2)Deep Learning Inquiry Cycle Question
Managing Australian communities - How do people and environments influence one another?Support students to explain the Inquiry Questions through:
examine how Australian communities are affected by the interconnection between people, places and environments
investigate the importance of laws and regulations in managing people and environments in Australian communities
explore the influence of people on the human characteristics of places, including the organisation of space through zoning
recognise the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource management
investigate environmental challenges such as natural hazards and their effect on Australian communities
explore the principles involved in minimising the harmful effects of natural hazards interpret data to evaluate the ways citizens responded to an Australian natural
hazard propose ways in which citizens can respond to natural hazards and describe the
possible effects of actions.
Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.
Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.
Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.
Learning Partnerships are cultivated between and among students, teachers, families and the wider environment
Continual Feedback loop / monitoring
Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class.
Check in / Check out (thumbs up) strategies
Learning Interactive Objects (C2C Unit Resources g Drive)You Tube video’s – places, cultures economics, Australia’s connections, cultural diversity.Vocab development through Warmup to lessons and integrated into English – Literacy Block
Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)
1
Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title
Purpose of assessment: To identify how legal and environmental issues in Australian communities can be managed.
Term 2 Week 4 S Part A: Describing roles
Term 2 Week 4 S Part B: Sorting, recording and representing
Term 2 Week 8 S Part C: Proposing action
Pialba State school Curriculum Planning V8 2020 Planned
Collaboration Creativity Critical Thinking Citizenship Character Communication
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Pialba State school Curriculum Planning V8 2020 Planned
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: add teacher names Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understa
ndingInternal
monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Vocabularyenvironmental characteristics, human characteristics, rural, urban________________
WALT: Understand the human and environmental characteristics of Australian communities.
WILF:Identify and define characteristics of places as human and environmental?
TIB: understanding Australia’s place in our world and the influence people have on their environments.
Participating in Australian communities
C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
Explore the unit focus Examine the unit inquiry question: How are people and environments managed
in Australian communities? Activate prior knowledge about communities. Record ideas and questions related to the unit focus, for example:
What are some human and environmental characteristics of places? Consider that most places are made up of human and environmental
characteristics.
Identify and describe the characteristics of local community as human or environmental Identify and describe human and environmental characteristics of a place (sheet
Human and environmental characteristics of local area). Identify how human and environmental factors are interrelated and influence the
characteristics of places (e.g. farming, dam building).
Examine differences in the characteristics of rural and urban communities in Australia Examine photographs and images to identify human characteristics of rural and
urban places (slideshow Human characteristics). Compare the human characteristics of rural and urban places (sheet Human
characteristics of places).C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and
Formative (Feedback)Check for Evidence of Learning throughout the lessons.
Monitor students’ ability to:Pose factual and exploratory questions related to a topic of inquiry.
Learning alertsBe aware of: Prior knowledge and experiences.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Explore a range of sources to enhance understanding of rural and urban places.
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Compare and contrast human and environmental characteristics in rural and urban places.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesSupported learning resource — HASS Glossary Year 5 Unit 2Slideshow — Human characteristicsSheet — Human characteristics of placesSheet — Human and environmental characteristics of local area
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Pialba State school Curriculum Planning V8 2020 Planned
Vocabularycustomary law, discriminate, law, offence, regulation________________
WALT: Understand the role of laws and regulations in managing Australian communities.
WILF:Evaluate information from different sources to draw conclusions about the effect of laws on the lives of citizens in Australian communities?
TIB: Understanding Australia’s place in our world and the influence of our laws on society that make up our local and global community.
enhancing understanding and fluency.
Describing roles — The role of law in Australian communities
Explore the role of laws and regulations in managing Australian communities Explore the reasons for laws, different types of laws and how they address issues
affecting the lives of citizens (slideshow Types of laws: How they affect our lives).
Analyse sources to identify reasons for laws and different types of laws Use and evaluate information from different sources to identify the reasons for
laws, the ways laws address issues in the community and the effect of laws on citizens (sheet Types of laws and how they affect our lives).
Draw conclusions about the role of laws and regulations in Australian communities Interact with others with respect, identify different points of view and share
opinions about how laws affect the lives of citizens, including Aboriginal peoples and Torres Strait Islander peoples.
C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and
Monitor students’ ability to:Collect, describe and record data on a relevant issue.
Learning alertsBe aware of:Diverse cultural backgrounds.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning strategies
Use technology to record students work; e.g. digital photography, tape and video.
Strategic organisation of groups to support understanding of concepts.
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Use ICT to investigate/locate additional features for mapping activity.
Interpret literal information and make inferences to expand topic knowledge.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Slideshow — Types of law: How they affect our lives
Sheet — Types of laws and how they affect our lives
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Pialba State school Curriculum Planning V8 2020 Planned
Vocabularyimmigration, interrelationship________________WALT: Understand the roles and responsibilities of legal personnel in managing communities.
WILF:Describe the roles and responsibilities of key people in law enforcement and the legal system?
enhancing understanding and fluency.
Describing roles — Responsibilities of legal personnel
Explore the roles of people working in law enforcement and the legal system Consider the roles of people working in law enforcement and the legal system
and recognise that each role carries certain responsibilities to the community (slideshow Roles and responsibilities of key people in law enforcement and the legal system).
Organise information to identify the roles and responsibilities of key people in law enforcement and the legal system Use and evaluate information to identify the roles and responsibilities of key
people in law enforcement and the legal system (sheet Key personnel in law enforcement and the legal system).
Work with others to use and evaluate information to identify the roles and responsibilities of key people in law enforcement and the legal system (sheet Key personnel in Australia’s law enforcement and legal system: Sorting activity).
Infer relationships between the reasons for laws and the work of key people in law enforcement and the legal system Present ideas for the purpose of showing the interconnected relationships
between the reasons for laws, the ways laws affect the lives of citizens, and the work of key people in law enforcement and the legal system (sheet Concept map to show the relationship between key personnel in law enforcement and the legal system).
Describe the roles and responsibilities of key people in law enforcement and the legal system using civics and citizenship terms.
C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and
Monitor students’ ability to:Consider, select and adopt a range of strategies for working independently and taking initiative.
Learning alertsBe aware of:Prior knowledge and experiences.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning strategies
Use technology to record students work; e.g. digital photography, tape and video.
Repeat instructions to clarify understanding of the interconnected relationship between
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Evaluate own written texts to ensure use of subject-specific terms/information from sources.
Identify factors that influence a point of view about the role of law enforcement.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that this resource may contain images, voices and names of persons who may now be deceased.Slideshow — Roles and responsibilities of key people in law enforcement and the legal systemSheet — Key personnel in law enforcement and the legal system Sheet — Key personnel in Australia’s law enforcement and legal system: Sorting activitySheet — Concept map to show the relationship between key personnel in law enforcement and the legal system
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Pialba State school Curriculum Planning V8 2020 Planned
___________________Vocabularycommercial, green space, human impact, industrial, land use, population density, residential, town planning, urbanisation, zoning
WALT: Understand the effects of urbanisation on Australian communities.
Understand how local government planning regulations help manage space in Australian communities.
WILF:Describe the influence urbanisation has on the human characteristics of Australian communities?
Explain how spaces can be managed in Australian communities through zoning?
enhancing understanding and fluency.
Describing roles — Managing issues in urban communities
Examine how the process of urbanisation influences the human characteristics of places Recognise that urbanisation (increasing proportion of the population living in
urban areas) influences the human characteristics of places.
Interpret images to describe trends in urban growth in Australian communities View examples of urban growth using satellite images (video Urbanisation). Explain how urban spaces are managed using zoning and who manages them
(e.g. local and state governments). List reasons for increased urbanisation (e.g. job opportunities in urban areas,
access to services).
Evaluate the impact of urbanisation on the human characteristics of Australian communities Discuss the influence urbanisation has on the human characteristics of places
(e.g. built elements of the environment, communities, production).
Examine how the needs and wants of people influence the way spaces are organised and managed Identify features of a local area (e.g. shops, doctor, schools, housing, parks) and
consider:o how and why people use these features o how they access them.
Recognise how the needs and wants of people influence the ways in which features are organised within a local area.
Interpret maps to describe how local governments regulate land use through zoning Explain how urban spaces are managed using zoning and who manages them
(e.g. local and state governments). Recognise zoning as a tool to designate land use.
Identify major zoning categories of residential, commercial, industrial green/recreation and special purpose (video Urban planning).
Identify the characteristics of each zoning category and why zoning is used.
Represent land use zones on a large-scale map Classify land use zones on a map of the local area (sheet Urban spaces).
Present findings about factors that influence the way urban spaces are managed Create a simple plan for land use within an urban area that considers the needs
Monitor students’ ability to:Use growing subject-specific vocabulary to communicate about learning area topics.
Learning alertsBe aware of:Individual learning styles.
people and the laws of the community.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning strategies
Provide scaffolded learning opportunities or instruction.
Repeat instructions to clarify understanding of classifying land use zones on a local area
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Evaluate own written texts to ensure use of subject-specific terms/information from sources.
Lead a discussion to compare and contrast climate data of selected places.
Use critical thinking strategies to design a town considering multiple factors.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesVideo — UrbanisationVideo — Urban planningSheet — Urban spacesSheet — Design a town
Helpful information Website - Brisbane City Plan 2014 (Brisbane City Council) http://eplan.brisbane.qld.gov.au/
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Pialba State school Curriculum Planning V8 2020 Planned
and wants of people (sheet Design a town).
C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency
Describing roles — Managing issues in rural communities
map.
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Pialba State school Curriculum Planning V8 2020 Planned
Vocabularyhazard, natural, settlement, traditional________________WALT: Understand how people have influenced the environmental characteristics of Australia’s rural places.
Understand the traditional land use practices of Aboriginal peoples and Torres Strait Islander peoples.
Understand ways of managing environmental issues in rural communities.
WILF:Identify and describe traditional and current land use practices?
Describe the ways people have responded to environmental changes in rural communities?
Examine traditional and current land use practices in Australia to identify environmental issues Review the environmental characteristics of their local area. Brainstorm specific natural features found in a local area (e.g. names of
rainforests, mountains, rivers, lakes). Discuss ways the environment has been used or modified by different groups
(e.g. mining, industrial farming, urbanisation, firestick farming, cultivation, introduced species).
Interpret images to explain the causes and effects of key environmental issues in Australia’s rural communities Examine past and present uses of environments to identify how people’s actions
can change places and influence the future use of places (slideshow How do people influence environmental characteristics of places?).
Evaluate information about ways of managing environmental issues in Australia’s rural communities Identify and explain positive and negative impacts of people on the environment
over time:o Case study: Grassy Hill, Cooktowno Case study: Feral pigso Case study: Franklin-Gordon Wild Rivers National Park (sheet Impacts of
people on the environment)
C2C Lesson 1-8 Each lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency
Describing roles — Assessment checkpoint: Part A and Part B
Monitor students’ ability to:Interpret literal information and make inferences.
Learning alertsBe aware of:Prior knowledge and experiences.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning strategies
Provide scaffolded learning opportunities or instruction.
Explore a range of sources to enhance understanding of the
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Evaluate own written texts to ensure use of subject-specific terms/information from sources.
Lead a discussion to compare and contrast climate data of selected places.
Use evidence to argue ways to minimise the human impact on environments caused by land
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.Slideshow — How do people influence environmental characteristics of places?Sheet — Impacts of people on the environment
Helpful information Website — Aboriginal fishing methods (Aboriginal Culture, David M. Welch) http://www.aboriginalculture.com.au/fishing_methods.html
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Pialba State school Curriculum Planning V8 2020 Planned
Understand the assessmentStudents will:• describe the roles of different people in Australia’s legal system• identify the effects of these interconnections on the characteristics of place and
environments• sort, record and represent data in different formats, including large scale maps,
using basic conventions.
Review the Guide to making judgments and understand the standards A–E• Work through the Guide to making judgments with students and highlight the
assessable elements for the assessment and discuss what responses might look like at each of the standards A–E.
• Provide students with an opportunity to clarify any components of the assessment.
Conduct the assessment• Complete Part A and Part B of the assessment task. Refer to Teaching notes for
implementation details.
Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.
cause and effect of environmental issues.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning strategies
Provide scaffolded learning opportunities or instruction.
use..U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Evaluate own written texts to ensure use of subject-specific terms/information from sources.
Lead a discussion to compare and contrast climate data of selected places.
Use critical thinking strategies to design a town considering multiple factors.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
Resources
Assessment task —
Managing Australian
communities
Assessment task —
Managing Australian
communities: Model
response
Assessment task —
Managing Australian
communities:
Teaching notes
Assessment task — Managing Australian communities: Source
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Pialba State school Curriculum Planning V8 2020 Planned
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understanding
Internal monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Vocabularybushfire, community, cyclone, disaster, drought, flood, impact, natural disaster, natural hazard, respond________________WALT: Understand the difference between natural hazards and natural disasters.
Understand that Australian communities are affected by a range of natural hazards.
WILF:Explain the difference between natural hazards and natural disasters?
Recognise the impacts of natural hazards on Australian communities?
Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 9Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
Define natural hazards and natural disasters Define the terms ‘natural hazard’ and ‘natural
disaster’ and explain the difference between the two. List hazards and identify the ones most likely to occur
in Queensland. Define the hazards as geophysical (land), hydrological
(water), climatological (climate) or biological (living things).
Identify how Aboriginal peoples and Torres Strait Islander peoples used knowledge of their environment to prepare for hazards (slideshow Natural disasters and natural hazards).
Represent the location of recent natural hazard events in Australia Define ‘cyclone’ and identify its other names and
explain the conditions that form cyclones. Identify where and when cyclones are most likely to
occur in Australia (sheet Location of cyclone events in Australia).
List some of the major cyclones that have affected Queensland (slideshow Cyclones).
Describe the cyclone intensity scale and cyclone warning systems.
Interpret data to describe and classify the social,
Monitor students’ ability to:Use growing subject-specific vocabulary to communicate about learning area topics.
Learning alertsBe aware of: Individual student contexts.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Explore a range of simple texts to enhance
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Compare and contrast the impacts of different natural hazards considering social, economic and environmental factors.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
Slideshow — Natural disasters and natural hazardsSlideshow — CyclonesSheet — Impacts of Cyclone Tracy on people Sheet — Location of cyclone events in Australia
Helpful information Website — Behind the news: Wild weather (3:46) (ABC) http://www.abc.net.au/btn/story/s3681044.htm
Video — The Darwin story (5:08) (ABC) http://vrroom.naa.gov.au/records/?ID=25892
Website — BOM: Tropical Cyclone Warning Services (Commonwealth of Australia) http://www.bom.gov.au/cyclone/about/warnings/
Video — Li'L Larikkins Natural Hazards Children’s Program (ACSES)http://www.ses.org.au/839004.html?3
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Pialba State school Curriculum Planning V8 2020 Planned
economic and environmental impacts of a natural hazard Examine people’s experiences of being in a cyclone. Describe the impact of a major cyclone on the
community (sheet Impacts of Cyclone Tracy on people).
Determine the response of people to the devastation caused by a major cyclone.
Classify impacts of a major cyclone as social, economic and environmental.
understanding of natural hazards.
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Pialba State school Curriculum Planning V8 2020 Planned
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understanding
Internal monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Vocabularystorm, tropical, tsunami________________WALT: Understand the location, frequency and severity of floods in Australia.Understand the impact of floods on communities.
WILF:Explain the location, frequency and severity of floods in Australia?
Recognise the impact of floods on communities?
Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 10Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
Identify the potential causes of flooding events Explain how flooding occurs (e.g. cyclones,
storms, tsunamis) (slideshow Floods). List some of the major floods that have affected
Australia (sheet Floods).Interpret maps to describe the spatial distribution of flood events in Australia Identify where and when flooding is most likely
to occur in Australia. Explain how people contribute to the
occurrence of floods and describe flood warning systems.
Examine other’s experiences about being in a flood and storms.
Consider Aboriginal people’s perspectives on flooding.
Evaluate the social, economic and environmental impacts of floods and methods of responding to these events Classify impacts of floods as social, economic
and environmental (sheet Effects of flooding).
Monitor students’ ability to:Interpret literal information and make inferences.
Learning alertsBe aware of: Prior knowledge and experiences.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Lead a discussion about the cause and effects of a natural hazard including the significant impacts on
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Share prior knowledge of responses to natural hazards to build understanding of the cause and effects associated with natural hazards.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.Sheet — Effects of flooding Sheet — Floods Slideshow — Floods
Helpful informationWebsite — The Queensland flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html
Website — Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/
Video — Li'L Larikkins Natural Hazards Children’s Program (ACSES)http://www.ses.org.au/839004.html?3
Website — BOM: Flood Warning Services (Commonwealth of Australia) http://www.bom.gov.au/water/floods/floodWarningServices.shtml
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Pialba State school Curriculum Planning V8 2020 Planned
people.
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understanding
Internal monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Vocabularyevacuate, inundate, levee________________WALT: Understand the causes and effects of the 2011 Queensland floods.
Understand the responses to the event (including the role of the law and other citizens).
WILF:Explain the impacts of the Queensland floods on communities and environments?
Describe the role of the law and government in responding to flood events?
Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 11Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Proposing action — Case study: Queensland floods 2011
Examine the causes, effects and experiences of people involved in the 2011 Queensland floods Investigate a major flood occurrence in recent
Australian history, in particular the Queensland floods of 2011 (slideshow Floods).
Explain why this was a significant event.o Describe how people responded to this event
(building dams, reforestation, building on high ground, changing farming methods).
Evaluate evidence about the social, economic and environmental impacts of the event Describe the impact of the major flood on
communities. Classify impacts of the major flood as social, economic
or environmental.
Draw conclusions about the role of the law in responding to the event Investigate responses to the flood event and
determine how the environment and people and communities were affected.
Examine the role of the law and government in
Monitor students’ ability to:Explain and justify ideas and outcomes.
Learning alertsBe aware of:Diverse family backgrounds.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.Slideshow — FloodsSheet — Case study: Queensland floods 2011
Helpful informationWebsite — The Queensland flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html
Website — Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/
Video — Li'L Larikkins Natural Hazards Children’s Program (ACSES)http://www.ses.org.au/839004.html?3
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Pialba State school Curriculum Planning V8 2020 Planned
responding to flood events. Draw conclusions about how government responses
will help communities to be better prepared for a natural hazard.
Consider the role of citizens in responding to a natural hazard.
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Pialba State school Curriculum Planning V8 2020 Planned
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understanding
Internal monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Vocabularyintegrity, justice________________WALT: Understand the role and values of citizens working together to respond to the flood event.
WILF:Explain the contribution of citizens who worked together in response to the flood event?
Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 12Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
Proposing action — The role of citizens in Queensland floods
Examine the reasons for and values of citizens in Australian communities that work together to achieve civic goals Understand the reasons people work together in
groups in the community to achieve their aims (slideshow People work together in groups: Reasons people work in groups).
Examine viewpoints about the role of volunteers in the community Explore personal perspectives and opinions about the
roles and responsibilities of volunteers in various groups in the community.
Identify reasons why people join and work in groups (sheet People work together in groups: Reasons people work in groups).
Collect information from sources about the contributions of the ‘Mud Army’ in the Queensland floods Gather, use and evaluate information from media
sources to identify how and why people work in
Monitor students’ ability to:Interpret literal information and make inferences.
Learning alertsBe aware of:Prior knowledge and experiences.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Share prior knowledge of
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Interpret literal information and make inferences to expand
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.
Slideshow — People work together in groups: Reasons people work in groupsSheet — People work together in groups: Reasons people work in groupsSheet — Mud Army
Helpful informationWebsite — The Queensland Flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html
Website — Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/
Website — State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm
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Pialba State school Curriculum Planning V8 2020 Planned
groups to achieve shared goals (sheet Mud Army). Consider the ways people work together to express
their shared beliefs and values and exercise influence.Present findings about the values and beliefs of citizens who worked together to respond to the Queensland floods Present ideas about how and why people join groups
in their community.o What motivated people to respond to the flood
disaster and join the Mud Army?o What values and beliefs did citizens who
participated in the Mud Army have?
ways to volunteer to build understanding about reasons citizens respond to natural hazards.
Website — Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/
Website — Australian Red Cross (Australian Red Cross) http://www.redcross.org.au/default.aspx
Website — Clean Up Australia (Clean Up Australia, Ltd) http://www.cleanup.org.au/
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Pialba State school Curriculum Planning V8 2020 Planned
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understanding
Internal monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Vocabularyprepare, mitigate________________WALT: Understand the principles involved in minimising the harmful effects of natural hazards.
WILF:Explain the principles of prevention, mitigation and preparedness?
Participating in Australian communitiesC2C Lesson 9-16 Each lesson KWL and Vocab developmentLesson 13-14Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.Proposing action — Managing floods
Develop appropriate questions about ways that communities can manage the future impacts of natural hazards Explore the key inquiry question:
How can communities manage the future impacts of natural hazards?
Identify key words/phrases important to the inquiry question.
Develop sub-questions about each key word or phrase (sheet Management of natural hazards: Inquiry).
Locate information from sources about the role of citizens, law and governments in hazard management Decide the order that questions should be
researched. Locate information from digital and non-digital
sources to answer sub-questions. Identify state government agencies that assist if an
extreme natural event occurs. Contact local area government to identify how they
prepare for extreme natural events.
Monitor students’ ability to:Use growing subject-specific vocabulary to communicate about learning area topics.
Learning alertsBe aware of: Individual student contexts.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
Scrutinise the effectiveness of questions posed about management of natural hazards.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesNote: This lesson discusses the 2011 Queensland floods. Teachers should consider students' individual experiences when implementing the lesson and accessing resources.Sheet — Management of natural hazards: InquiryHelpful informationWebsite — The Queensland Flood crisis 2010–2011 (News Ltd) http://media01.couriermail.com.au/multimedia/floodcrisis/index.html
Website — Brisbane floods: Before and after (ABC) http://www.abc.net.au/news/specials/qld-floods/
Website — State Emergency Service (ABC, Behind the News) http://www.abc.net.au/btn/story/s3148195.htm
Website — Surf Life Saving Australia (Surf Life Saving Australia) http://sls.com.au/
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Pialba State school Curriculum Planning V8 2020 Planned
Present findings about ways communities can manage the effects of natural hazards Explain using subject-specific terms how communities
can manage the future impacts of natural hazards.
Use provided questions that guide an inquiry about managing the effects of a natural hazard.
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Pialba State school Curriculum Planning V8 2020 Planned
Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events
KLA: HASS Year Level Team: Year 5 Term: Semester 1WALT/WILF/TIB
(The What)
Unit 1
Active Learning Engagement(The How)
Check for Understanding
Internal monitoring data
Formative (Feedback)
DifferentiationContent: What
Process: Pedagogy – HowProduct: Check for Understanding
Resources
Participating in Australian communities
Assessment: Managing Australian communities
Proposing action — Assessment checkpoint: Part C
Lessons 15-16
Understand the assessmentStudents will:• sequence information about selected phenomena in chronological order using
timelines• independently propose action• describe the possible effects of their proposed action• present their ideas, findings and conclusions in a range of communication forms
using discipline-specific terms and appropriate conventions
Review the Guide to making judgments and understand the standards A–E• Work through the Guide to making judgments with students and highlight the
assessable elements for the assessment and discuss what responses might look like at each of the standards A–E.
• Provide students with an opportunity to clarify any components of the assessment.
Conduct the assessment• Complete Part C of the assessment task. Refer to Teaching notes for
implementation details.
Assessment purpose
To identify how legal and environmental issues in Australian communities can be managed.
L2B
Allow 'wait time' for the student to process information
Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.
Provide smaller number of vocabulary words and use picture clues with explanation.
Plan for visual supports to instruction.
Break tasks into smaller, achievable steps.
Use small group instruction and cooperative learning
U2B
Expose to more technical or specific HASS vocabulary.
Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.
Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.
HASS Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/b06e6131-dda0-4b12-8c0c-163bc3f87517/1/hass.html
Refer to HASS Word Wall Vocabulary –
ResourcesAssessment task — Managing Australian communitiesAssessment task — Managing Australian communities: Model responseAssessment task — Managing Australian communities: Teaching notes
19
Pialba State school Curriculum Planning V8 2020 Planned
strategies
20
Year 5 HASS: Unit 1 —Assessment: Managing Australian communities (Complete Term 2)
HASSManaging Australian communities Year 5 Unit 2Assessment task — Managing Australian communities
Name Class
Teacher Date
Task
Purpose of assessment: To identify how legal and environmental issues in Australian communities can be managed.
Instructions
Part A: Describing roles
Students will:
describe the roles of different people in Australia’s legal system.
Part B: Sorting, recording and representing
Students will:
identify the effects of these interconnections on the characteristics of place and environments
sort, record and represent data in different formats, including large-scale maps, using basic conventions.
Part C: Proposing action
Students will:
sequence information about selected phenomena in chronological order using timelines
independently propose action
describe the possible effects of their proposed action
present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
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Part A: Describing roles
The Australian police have an important role in our communities.
1. Answer true or false.
A responsibility of the Australian police is to keep the peace and maintain order in a community.
T F
Each state and territory has its own police force that deals with crimes. T F
State and territory police investigate illegal immigration and transportation of goods. T F
It is a responsibility of the police to decide whether a person is guilty. T F
State and territory police officers enforce traffic laws. T F
Many other people work in law enforcement and Australia’s legal system.
2. Describe each person’s role.
Customs officer
Judge
Lawyer
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Part B — Sorting, recording and representing
Areas on the Little Keelington town map (assessment task Managing Australian communities: Source) have been shaded to identify their zone.
1. Use the information on the town map to complete the legend.
2. Shade another area on the town map to represent the zone it is located in.
3. Choose the correct word in each statement:
The (residential / commercial) zone limits the construction of high-rise buildings.
The (industrial / commercial) zone allows for services such as shopping centres.
The (special purpose / industrial) zone is usually located away from residential areas.
The (green space / special purpose) zone is an open area of land for recreation.
4. How have the zones in Little Keelington been planned to meet the needs of people?
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Part C — Proposing action
Queensland floods December 2010 to January 2011 70 towns affected Three-quarters of Queensland declared a disaster zone
1. Which strategy would be most effective in preparation for an extreme natural event?
Make it compulsory for all households to register an emergency plan with the local emergency services (police/fire and rescue).
All local councils should provide automatic early warning systems to send voice messages to phones and text messages to mobiles to warn about extreme natural events.
2. Explain why this is an effective preparation strategy.
3. What would you include in an emergency kit?
4. How would these items be useful in an emergency?
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‘Stuff everywhere, random things, trees fallen down, just water everywhere … mud. Bits of debris from other people’s houses …’
Anonymous child, comments on their experience of the floods in Brisbane, 2011.
Source: I can see clearly now (Dept. of Community Safety) http://www.emergency.qld.gov.au/ram/gold%20coast%20-%20i%20can%20see%20clearly%20now.wmv CC BY 4.0 https://creativecommons.org/licenses/by/4.0/deed.en.
5. Sequence ways a community could prepare, manage and respond to a flood on the timeline.
Early warnings for evacuation
Organised clean-up collection points
Radio announcements and text alerts
Building houses on higher ground
Community awareness publications
Flood events timeline
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Community volunteers respond
Evacuation centres set up
Releasing water from dams
Responding
Preparing
Preparing
Managing
Year 5 HASS: Unit 2 — Managing Australian communities Name:
Purpose of assessment: To identify how legal and environmental issues in Australian communities can be managed.
Knowledge and understanding Questioning and researching Analysing, evaluating and reflecting Communicating
Identify the effects of interconnections on the characteristics of place and environments.Describe the roles of different people in Australia’s legal system.
Sequence information about selected phenomena in chronological order using timelines.
Sort, record and represent data in different formats, including large-scale maps, using basic conventions.Independently propose action.Describe the possible effects of their proposed action.
Present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
Details characteristics of places to explain logical interconnections.Explains the roles of different people.
Categorises information accurately in chronological order.
Evaluates needs to propose effective actions.Justifies the effectiveness of proposed actions.
Familiar and unfamiliar contexts are considered to draw logical conclusions.
A
Describes the effects of interconnections.Describes the roles of people in the legal system.
Logically sequences most information on a timeline.
Interprets data to draw conclusions.Explains the effectiveness of proposed actions.
Uses discipline-specific terms to enhance presentation of information.
B
Identifies the effects of interconnections on the characteristics of place and environments.Identifies the roles of different people in Australia’s legal system.
Sequences information about an extreme event in chronological order using timelines.
Represents data accurately on a map using basic conventions.Independently proposes action.Describes the possible effects of proposed actions.
Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.
C
Identifies a characteristic of a place.Lists the characteristics of a role.
Places all relevant information on a timeline.
Uses basic conventions to record information.Identifies appropriate actions.
Provides information in response to familiar contexts. D
Recalls familiar facts relating to a role. Lists events. Identifies a familiar action relevant
to the event being considered.Communicates information and preferences. E
Feedback:
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Australian Curriculum (Prep to Year 6) HASS – Year 5
Year 5 Achievement Standard
By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.
Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
Curriculum Priorities - PedagogyConsiderationsPrior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year 4:
Pose questions to investigate people, events, places and issues (ACHASSI073) Locate and collect information and data from different sources, including observations (ACHASSI074) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate
conventions (ACHASSI075) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
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Curriculum Priorities - PedagogyConsiderationsCurriculum working towardsThe teaching and learning in this unit work towards the following in Year 6:
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122) Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific
terms and conventions (ACHASSI133)
Content Descriptions
Inquiry and skills Knowledge and Understanding
Evaluating and reflecting
Evaluate evidence to draw conclusions (ACHASSI101)
Questioning
Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
Communicating
Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)
Analysing
Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
Researching
Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
Civics and citizenship
Why regulations and laws are enforced and the personnel involved (ACHASSK117)
Geography
The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
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General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.
Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge
Numeracy
Using spatial reasoning Interpreting statistical information
Information and communication technology (ICT) capability
Investigating with ICT Managing and operating ICT
Critical and creative thinking
Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Ethical understanding
Reasoning in decision making and actions
Intercultural understanding
Recognising culture and developing respect Interacting and empathising with others
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples and Torres Strait Islander peoples cross-curriculum priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspxSustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas
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Assessment name: Managing Australian communities
Assessment description: Students identify how legal and environmental issues in Australian communities can be managed.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.
By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia's democracy and describe the roles of different people in Australia's legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge.
Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline- specific terms and appropriate conventions.
Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.
FeedbackFeedback to Students
Establish active feedback partnerships between students, teachers and parents to find out: what each student already knows and can do how each student is going where each student needs to go next.
Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.
Reflection on the unit plan
Identify what worked well during and at the end of the unit for future planning.
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Year 5 Report Card Comment Bank (Unit 2 Term 2)
A B C D E1H5A2 1H5B2 1H5C2 1H5D2 1H5E2
Unit 1 — Managing Australian communities
{Name} detailed characteristics of places to explain logical interconnections. {She,He} explained the roles of different people. {Name} categorised information accurately in chronological order. (She,He} evaluated the needs to propose effective actions. {Name} justified the effectiveness of proposed actions. {Name} needs to propose effective actions. {She,He} justified the effectiveness of proposed actions. {Name} used familiar and unfamiliar contexts are considered to draw logical conclusions.
Unit 1 — Managing Australian communities {Name} described the effects of interconnections. {She,He} described the roles of people in the legal system. {Name} logically sequenced most information on a timeline. {She,He} interpreted data to draw conclusions. {Name} explained the effectiveness of proposed actions. {She,He} used discipline-specific terms to enhance presentation of information.
Unit 1 — Managing Australian communities
{Name} identified the effects of interconnections on the characteristics of place and environments. {She,He} identified the roles of different people in Australia’s legal system. {Name} sequenced information about an extreme event in chronological order using timelines. {She,He} represented data accurately on a map using basic conventions. {Name} independently proposed an action. {She,He} described the possible effects of proposed actions. {Name} presented their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.
Unit 1 — Managing Australian communities
{Name} identified a characteristic of a place. {She,He} listed the characteristics of a role. {Name} placed all relevant information on a timeline. {She,He} used basic conventions to record information.Identifies appropriate actions. {Name} provided information in response to familiar contexts.
Unit 1 — Managing Australian communities
{Name} recalled familiar facts relating to a role. {She,He} listed events. {Name} identified a familiar action relevant to the event being considered. {She,He} communicated information and preferences.
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HASS Pre-ModerationYear 5: Unit 2 Semester 1 Title: Managing Australian
communities
Curriculum Intent for the Unit (see unit /task description) In this unit, students will explore the following inquiry question:
How have people enacted their values and perceptions about their community, other people and places, past and present?
Learning opportunities support students to:• examine how Australian communities are affected by the interconnection between people, places and environments• investigate the importance of laws and regulations in managing people and environments in Australian communities• explore the influence of people on the human characteristics of places, including the organisation of space through zoning• recognise the ways of living of Aboriginal peoples and Torres Strait Islander peoples, particularly in relation to land and resource
management• investigate environmental challenges such as natural hazards and their effect on Australian communities• explore the principles involved in minimising the harmful effects of natural hazards• interpret data to evaluate the ways citizens responded to an Australian natural hazard• propose ways in which citizens can respond to natural hazards and describe the possible effects of actions.
Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information)
Identify the effects of interconnections on the characteristics of place and environments. Describe the roles of different people in Australia’s legal system. Sequence information about selected phenomena in chronological order using timelines. Sort, record and represent data in different formats, including large-scale maps, using basic
conventions. Independently propose action. Describe the possible effects of their proposed action. Present their ideas, findings and conclusions in a range of communication forms using discipline-
specific terms and appropriate conventions.
Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit from Unit 1. Were there any literacy / numeracy identified areas?
Feedback Guide/Assessment OpportunitiesFeedback to Students
Establish active feedback partnerships between students, teachers and parents to find out: what each student already knows and can do how each student is going where each student needs to go next.
Ensure feedback is timely, ongoing, instructive and purposeful.Use feedback to inform future teaching and learning.
Reflection on the unit plan
Identify what worked well during and at the end of the unit for future planning.
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Scan and Assess
Prioritise
Develop and Plan
Unit Success Criteria and DifferentiationHow will you know you students have succeeded?
Differentiation: CONTENT PROCESS PRODUCT
and ENVIRONMENT
‘C’ Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)
Identifies the effects of interconnections on the characteristics of place and environments. Identifies the roles of different people in Australia’s legal system. Sequences information about an extreme event in chronological order using timelines. Represents data accurately on a map using basic conventions. Independently proposes action. Describes the possible effects of proposed actions. Presents their ideas, findings and conclusions using discipline-specific terms and appropriate conventions.
‘B’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)
Describes the effects of interconnections. Describes the roles of people in the legal system. Logically sequences most information on a timeline. Interprets data to draw conclusions. Explains the effectiveness of proposed actions. Uses discipline-specific terms to enhance presentation of information.
‘A’ Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)
Details characteristics of places to explain logical interconnections. Explains the roles of different people. Categorises information accurately in chronological order. Evaluates needs to propose effective actions. Justifies the effectiveness of proposed actions. Familiar and unfamiliar contexts are considered to draw logical conclusions.
Support Plan or ICP Adjusted Content – Refer to ICPStudents:
Tasks: Supported Plan or ICPs Differentiated Assessment
Reporting Sentence: ‘Students working at Year 1 as per their Support Plan or ICP Plan Tasks and assessments.’
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Maker Model Guiding Questions
Content What students need to learn (Select focus questions as required)
Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?
What links can I make to real life? Can I change the context to match student
interests? What prior learning experiences are required? How will I know what students already know?
Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it
completely? How will I extend those students who already
have this knowledge? Will I accelerate students?
Process How students learn (Select focus questions as required)
Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?
Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?
Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?
Can I scaffold activities or break larger tasks down into smaller tasks?
Can I provide study guides or graphic organisers for targeted students?
Can I modify delivery modes for individuals or small groups?
Can I use peer tutoring?
ProductHow students demonstrate what they know (Select focus questions as required)
To complete the scheduled assessment task will some students require more/less time?
Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience
Are there students who need the assessment task to be broken down for them?
Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?
Will some students need feedback provided more frequently or in a different manner?
Environment How learning is structured (Select focus questions as required)
Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?
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Feedback: Evidence of Learning
Teaching Sequence FeedbackLesson 1Australia's rural and urban communities Example learning sequence
Explore the unit focus Identify and describe the characteristics of local
community as human or environmental Examine differences in the characteristics of rural
and urban communities in Australia
Evidence of learningCan the student:
Identify and define characteristics of places as human and environmental?
Lesson 2The role of law in Australian communities Example learning sequence
Explore the role of laws and regulations in managing Australian communities
Analyse sources to identify reasons for laws and different types of laws
Evidence of learningCan the student:
Evaluate information from different sources to draw conclusions about the effect of laws on the lives of citizens in Australian communities.
Lesson 3Responsibilities of legal personnel Example learning sequence
Explore the roles of people working in law enforcement and the legal system.
Organise information to identify the roles and responsibilities of key people in law enforcement and the legal system.
Infer relationships between the reasons for laws and the work of key people in law enforcement and the legal system.
Evidence of learningCan the student:
Describe the roles and responsibilities of key people in law enforcement and the legal system.
Lessons 4-5Managing issues in urban communities Example learning sequence
Examine how the process of urbanisation influences the human characteristics of places
Interpret images to describe trends in urban growth in Australian communities
Evaluate the impact of urbanisation on the human characteristics of Australian communities
Examine how the needs and wants of people influence the way spaces are organised and managed
Interpret maps to describe how local governments regulate land use through zoning
Represent land use zones on a large-scale map Present findings about factors that influence the
way urban spaces are managed
Evidence of learningCan the student:
Describe the influence urbanisation has on the human characteristics of Australian communities?
Explain how spaces can be managed in Australian communities through zoning?
Lessons 6-7Managing issues in rural communities Example learning sequence
Examine traditional and current land use practices in Australia to identify environmental issues
Interpret images to explain the causes and effects of key environmental issues in Australia's rural communities
Evaluate information about ways of managing environmental issues in Australia's rural communities
Evidence of learningCan the student:
Identify and describe traditional and current land use practices?
Describe the ways people have responded to environmental changes in rural communities?
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Teaching Sequence FeedbackLesson 8Assessment checkpoint: Part A and Part B Example assessment sequence
Understand the assessment Review the Guide to making judgments and
understand the standards A-E Conduct the assessment
Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.
Lesson 9Natural hazards in Australia Example learning sequence
Define natural hazards and natural disasters Represent the location of recent natural hazard
events in Australia Interpret data to describe and classify the social,
economic and environmental impacts of a natural hazard
Evidence of learningCan the student:
Explain the difference between natural hazards and natural disasters?
Recognise the impacts of natural hazards on Australian communities?
Lesson 10Floods in Australia Example learning sequence
Identify the potential causes of flooding events Interpret maps to describe the spatial distribution of
flood events in Australia Evaluate the social, economic and environmental
impacts of floods and methods of responding to these events
Evidence of learningCan the student:
Explain the location, frequency and severity of floods in Australia?
Recognise the impact of floods on communities?
Lesson 11Case study: Queensland floods 2011Example learning sequence
Examine the causes, effects and experiences of people involved in the 2011 Queensland floods
Evaluate evidence about the social, economic and environmental impacts of the event
Draw conclusions about the role of the law in responding to the event
Evidence of learningCan the student:
Explain the impacts of the Queensland floods on communities and environments?
Describe the role of the law and government in responding to flood events?
Lesson 12The role of citizens in Queensland floods Example learning sequence
Examine the reasons for and values of citizens in Australian communities that work together to achieve civic goals
Examine viewpoints about the role of volunteers in the community
Collect information from sources about the contributions of the 'Mud Army' in the Queensland floods
Present findings about the values and beliefs of citizens who worked together to respond to the Queensland floods
Evidence of learningCan the student:
Explain the contribution of citizens who worked together in response to the flood event?
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Teaching Sequence FeedbackLessons 13-14Managing floods Example learning sequence
Develop appropriate questions about ways that communities can manage the future impacts of natural hazards
Locate information from sources about the role of citizens, law and governments in hazard management
Present findings about ways communities can manage the effects of natural hazards
Evidence of learningCan the student:
Explain the principles of prevention, mitigation and preparedness?
Lessons 15-16Assessment checkpoint: Part C Example assessment sequence
Understand the assessment Review the Guide to making judgments and
understand the standards A-E Conduct the assessment
Assessment purposeTo identify how legal and environmental issues in Australian communities can be managed.
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Post Moderation “Every Student Succeeding”
Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)
Moderation ProtocolsRefer Appendix of Pialba State school Reporting and Moderation Policy (Pre-Post) Policy – Social Moderation Norms
Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.
Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work
Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next HASS Unit the ADDITIONAL TARGETED TEACHING PRIORITIES
Identified from this terms assessment & moderation.
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Scan and Assess
Act
Review
Prioritise
Review