Year 5 unit overview Australian Curriculum:

History
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation10,
<www.australiancurriculum.edu.au/History/Curriculum/F-10>.

Unit title

Duration of unit

North Stradbroke Island

1 term

his unit is for students to understand, identify and describe the effects and influences that humans have on the human characteristics of
ment of the spaces within them. The context for this unit is North Stradbroke Island, which is a sand island in Redland Bay. This unit is im
ents to understand the effects that people have on the environment, and how they adapt and alter the environment to suit their changing
d that most people are familiar with/have heard of as an appropriate context. The content of this unit involves the key issues on North St
ng sand mining and campers.
s:
acts on environment
come critically aware of issues in local area
ons:
e current key issues on North Stradbroke Island?
se issues effect the environment of the island?
he issues impacted on the culture and original people of the island?
ies:
as outlined a number of priorities, many of which may be incorporated into the unit plan. These include the study of Geography and Histo
e school prepares to engage with The Australian Curriculum). The school also supports the practice of integration of subjects.
alues also strongly support and celebrate Indigenous Australian culture.

riculum

criptions to be taught

General capabilities and cross-curricul

nowledge and Understanding

Historical Skills

a significant individual or group

ping a colony; for example,
mers, entrepreneurs, artists, writers,
s, religious and political leaders,
al and/or Torres Strait Islander
HHK097)

Use a range of communication forms (oral, graphic,

written) and digital technologies (ACHHS106)

Identify and describe the general capabilitie

curriculum priorities that will be targeted in
Delete those that dont apply.
Literacy

Numeracy

ICT capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding

Aboriginal and Torres Strait Isla

histories and cultures

Asia and Australias engagement

Sustainability

nderstandings

storical Understandings that will be addressed in this unit.

Continuity and change

Cause and effect

Perspectives

Empathy

Significance

Co

t standard

Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained th
e the different experiences of people in the past. They describe the significance of people and events in bringing about change.

uence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame
identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Stu
nise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

riculum

criptions to be taught

al Knowledge and Understanding

people have on the human

s of places and the management of
2

Geographical Inquiry and Skills

Develop geographical questions to investigate and plan an
inquiry (ACHGS033)

Year X unit overviewYears 710 Australian Curriculum: History

General capabilities and

cross-curriculum priorities
Literacy

riculum
them (ACHGK029)

Present findings and ideas in a range of communication forms,

for example, written, oral, graphic, tabular, visual and maps; using
geographical terminology and digital technologies as appropriate
(ACHGS038)
Reflect on their learning to propose individual and collective
action in response to a contemporary geographical challenge and
describe the expected effects of their proposal on different groups
of people (ACHGS039)
Collect and record relevant geographical data and information,
using ethical protocols, from primary and secondary sources, for
example, people, maps, plans, photographs, satellite images,
statistical sources and reports (ACHGS041)
Evaluate sources for their usefulness and represent data in
different forms, for example, maps, plans, graphs, tables,
sketches and diagrams (ACHGS042)

Numeracy

ICT capability

Critical and creative t

Personal and social c

Ethical behaviour

Intercultural understa

Aboriginal and Tor

Represent the location and features of places and different types
of geographical information by constructing large-scale and
small-scale maps that conform to cartographic conventions
including border, source, scale, legend, title and north point,
using spatial technologies as appropriate (ACHGS043)

Islander histories and cultu

Asia and Australias e

with Asia

Sustainability

nderstandings

storical Understandings that will be addressed in this unit.

Continuity and change

Cause and effect

Perspectives

Empathy

Significance

Co

t standard

Year 5, students explain the characteristics of places in different locations at the national scale. They describe the interconnections betw
nvironments and identify the effect of these interconnections on the characteristics of places and environments. They describe the locatio
ntries in relative terms and identify spatial distributions and simple patterns in the features of places and environments. They identify alte
pond to a geographical challenge and propose a response.

elop geographical questions to investigate and collect and record information from a range of sources to answer these questions. They r
ocation of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conven
legend, title, and north point. Students interpret geographical data to identify spatial distributions, simple patterns and trends, infer relat
ons. They present findings using geographical terminology in a range of communication forms. They propose action in response to a ge
d identify the expected effects of their proposed action.

curriculum

Curriculum working towards

1.

Develop geographical questions to investigate and plan an inqu

2.

odial responsibility Aboriginal and Torres Strait Islander Peoples have for
Place, and how this influences their past and present views about the use
ces (ACHGK023)

Collecting, recording, evaluating and representing

Collect and record relevant geographical data and information,
protocols, from primary and secondary sources, for example, pe
plans, photographs, satellite images, statistical sources and rep
(ACHGS041)

3.

Evaluate sources for their usefulness and represent data in diffe

example, maps, plans, graphs, tables, sketches and diagrams (

ral resources provided by the environment, and different views on how

d be used sustainably (ACHGK024)

4.

Interpreting, analyzing and concluding

Interpret geographical data and other information using digital a
technologies as appropriate, and identify spatial distributions, p
trends, and infer relationships to draw conclusions (ACHGS044

5.

Communicating
Present findings and ideas in a range of communication forms,
written, oral, graphic, tabular, visual and maps, using geograph
and digital technologies as appropriate (ACHGS045)

s of natural vegetation and the significance of vegetation to the

ment and to people (ACHGK021)

ortance of environments to animals and people, and different views on how

be protected (ACHGK022)

geographical questions to investigate (ACHGS026)

nd record relevant geographical data and information, for example, by

g, by interviewing, conducting surveys and measuring, or from sources
maps, photographs, satellite images, the media and the internet
027)

nt the location of places and their features by constructing large-scale

at conform to cartographic conventions including scale, legend, title and
nt, and describe their location using simple grid references, compass
and distance (ACHGS029)

Reflecting and responding

Reflect on their learning to propose individual and collective act
a contemporary geographical challenge and describe the expec
their proposal on different groups of people (ACHGS046)

geographical data to identify distributions and patterns and draw

ons (ACHGS030)

indings in a range of communication forms, for example, written, oral,

raphic, tabular and visual, and use geographical terminology (ACHGS031)

n their learning to propose individual action in response to a contemporary

hical challenge and identify the expected effects of the proposal
032)

nt

kills that students have started to build upon in year 4 in which they worked with maps of a large scale, have started to represent data in
senting their findings in a range of different medias. The Students would need to have a basic understanding about the Indigenous cultu
broke Islands history and is an aspect of the issue of sandmining. With regards to the actual content descriptor and what they are going
dents are going to need to have some knowledge of mining and its ability to gain different resources from the ground that humans are un
tudents also need to have developed a sense of awareness of the positives and negatives of gathering resources from the Earth and be
ferent views on how the resources can be managed sustainably.

earning areas

software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, pri
LY1707)
sion strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

ence system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

edge is used to inform personal and community decisions (ACSHE217)

standings, discoveries and inventions are used to solve problems that directly affect people lives (ACSHE083)
eas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

Year X unit overviewYears 710 Australian Curriculum: History

Make judgments
assessment

Assessment date

otes throughout the unit

cking of journals
Final week of term

night
l be organised into small groups of two and three and will choose a
h they will focus their assessment piece on.
required to research and gather information relevant to the topic of

l be obtaining relevant resources of information to use in completing

ent through the: class blog, student journals, and/or notes from class
guest speakers.
will all be discussed in class and are as follows:
Sand mining on Stradbroke Island
he sources, distribution and ultimate fate of our ecosystems and
th the effect of marine debris on Stradbroke Island
e original owners of Stradbroke Island?
Stradbroke and the environment
l then work in their groups to present all key information on a creative

ll then present their topic and poster to parents, other students and
presentation night held at the school.

- Scientific knowledge is used to

personal and community decisio
(ACSHE217)

- Scientific understandings, disc

inventions are used to solve pro
directly affect people lives (ACS
Communicate ideas, explanatio
processes in a variety of ways, i
multi-modal texts (ACSIS093)

- Use a range of software includ

processing programs with fluenc
construct, edit and publish writte
select, edit and place visual, prin
elements (ACELY1707)

-Use comprehension strategies

information, integrating and linki
from a variety of print and digita
(ACELY1703)

d learning

Supportive learning environment

ategies and learning experiences

Adjustments for needs of

learners

Resources

saw pieces and Journal (Motivate)

l be given a puzzle piece of something related to North Stradbroke
n collaboration with their peers they will find the other piece of their

Pictures of: Beach, sand mine; e

camping trash; infrastructure, he
vegetation; aboriginal middens,
across beach.
SOSE journals
Atlas
KWL chart

ds class discussion about the pieces, assessing students knowledge

ass SOSE journal, explain that each lesson they will record what
/what they want to learn
ation, students use atlas to check location
nts time to write in journal about what they want to learnt/have learnt,
s and add to class KWL chart.

of North Stradbroke (Explore)

ds discussion about oceans, seas around Australia using maps of

- Map of Australia
- SOSE journals

nt at and name a state of Australia; where Brisbane is and the

orth Stradbroke from Brisbane
ey think the climate would be like, if it would be similar to where they

pes of environment they think theyll see on their excursion to Straddy

of animals that live in the environment.
o write in journals

and question development ideas for the aboriginal elder (Explore)

evious lesson
parate into groups of four and research climate, environmental
mals and birds, and indigenous people of NSI using internet and
brary
ups, students use research to develop 5-10 questions for Stradbroke
ask elder
re with class and class suggests improvements.
o write in journals.

elder speaker (Frame, negotiate and identify)

ds discussion about the questions students will ask, looking at
ns they are asking and what they expect to obtain by asking that

- Laptops
-iPads
- SOSE journals

- Aboriginal speaker
- SOSE journals

ys of accurately recording answers.

minds students about respect for visitors

elder speaks to class about their community.

sk questions and record answers

Muesum (Gather information)

sit to museum, participate in tour and take notes.

- Administration documents

Gather information)
knowledge learnt in unit, students are assigned a Pen Pal from
the three communities:

- Computers

-Hats, pens, paper, sunscreen,

lunch etc

- Draft to be checked
- SOSE journals

nuccal
6

Year X unit overviewYears 710 Australian Curriculum: History

d learning

Supportive learning environment

ategies and learning experiences

Adjustments for needs of

learners

hie

Resources

- Envelopes and stamps

pul

atched with indigenous child who also lives on Stradbroke Island

ekly letters to Pen Pal

for a environmental speaker and introduce environmental impacts

ke (Gather information)
be introduced to their investigation and the process that they will
n over the remaining lessons. Students will be required to prepare
Speaker from Teach Wild. This lesson will be on extending their
n the Environmental Side of Stradbroke Island and getting the
epare their questions in order to ask the Guest Speaker within the

- SOSE journals

ental speaker (Gather information)

be required to present to their key questions to the Guest
m Teach Wild. There will be a guest speaker talking about the
al side of Stradbroke Island. A possible solution for this would be
p that identifies different parts of the Island and indicate where the
from a different perspective and get them to look at how they can
e these problems.

- SOSE journals

build a sand mine (gathering information/analysing information)

eates scenario about someone owning an island and deciding if
should not build a sand mine.

- Costume prop

ll be split into different teams that will be assigned different topics

and owner make the right decision and understand all the
hey need before making a proper decision.

us on:
do you need to ask to build sand mine legally? Who would you
e sand mine was built? Who would be affected and how etc.

- Laptops/iPads

- Guest speaker
- Map from Straddy

- Websites, pamphlets, printed

- Computers/iPads

-Different topic sheets (laminat

- White board
- Posters to present in room
- SOSE journals

am I looking for specifically in sand to sell? What is this used for?

of infrastructure will I need for a sand mine?

at type of environments will be profitable for a sand mine to

where on the island?

at process does sand mines work, and how do sand mines find
they need?

dings to class, teacher forms pro and con list and records group
isibly for the rest of the class.

tradbroke map and do the virtual tour website using the website
rmation)

A3 size poster of Stradbroke Is

http://www.stradbrokemuseum

plit into groups and share iPads or computers to explore Virtual

e

ck on different areas of island and learn more about history and

al photos
|

- IWB
- Computers/iPads

d learning

Supportive learning environment

ategies and learning experiences

Adjustments for needs of

learners

will be assigned a different area of Stradbroke to research and

mation for.

sent information, share with class and place on map.

l Excursion (Analyse Information)

n excursion to Stradbroke Island where the students will be
gh a professional tour that entails:

Resources

- Coloured paper
- Books and pens
- SOSE journals
- SOSE journals

- Sunscreen, first aid, admin pa

clip board, back pack, lunch

g to a local community and meeting their pen pals

g guided around the island and visiting various sacred sights

ning about spiritual and cultural factors of the aboriginal

ning about ancient rituals such as hunting, and gathering

hing a dance performance

ng an art centre

y, painting your own boomerang and having a go at throwing

ach student will then be able to take home.

n will be extending of the previous lessons including, an aboriginal

to visit the classroom, as well as their pen pals and gathering
bout Stradbroke Island for the class map.

at a school (Analyse Information)

ork in groups to map local area and different features

- Maps of area, past and prese

sunscreen, first aid, paperwork

se maps of area from past and present to be able to easily see the
n the years and the effects of humans on the area.

- SOSE journals

ion around the local area with the teacher and teacher aide (and
s if necessary).

ke notes in their groups about the area on the maps that they are
an use whatever method works best for them and that they can

s will include information about what has changed, what hasnt

at was changed naturally, what was changed by human
and what could be changed to help with some negative or positive
changes made.

ass is back to the room the students will discuss their findings as
hen a class legend for another map of Stradbroke Island that they
later on.

n "teach wild" (Analyse Information/ Take action)

assroom activities, students are introduced to the concept of

- As above

re asked what the possible impacts on the marine environment

- Food, water etc

ents visit a local beach and collect marine debris data with one of
8

Year X unit overviewYears 710 Australian Curriculum: History

- Reef shoes

d learning

Supportive learning environment

ategies and learning experiences

Adjustments for needs of

learners

Resources

part of the Scientist for a Day Program.

ents process their findings in groups and draw conclusions
e
ne debris. These results are discussed in class.
classes collective data is then uploaded to the TeachWild website

he National Marine Debris database.

ents complete quarterly follow up monitoring with data entered into

larly. Any good footage of students collecting data and explaining

o can be uploaded onto the TeachWild website to share with other

ent research will be used as part of a national monitoring program

marine debris. Through investigation, students will have a clearer

g of marine debris and will learn how science can inform us about
al issues.

on the island (Analyse Information)

- Same as school mapping

will be completed during the excursion/camp to Stradbroke Island.

me sort of lesson as the earlier mapping activity but will be
n the local area on Stradbroke.

- SOSE journals

on (Conclude Review/Take Action)

- SOSE journals

scuss ways that they can improve the environment around their
earning about the effects about marine debris from the NSI

an within school if possible

ck

nitor learning
ment

students

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark
mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at scho
level to reach consensus and consistency.

Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encou
students on their strengths and areas for improvement.
Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for students to experience, practise and improve.

n the unit plan

Identify what worked well during and at the end of the unit, including:
activities that worked well and why
activities that could be improved and how
assessment that worked well and why
assessment that could be improved and how
common student misconceptions that need, or needed, to be clarified.

Reference List
Teach Wild Org. (2012). Field Expeditions. Retrieved from: http://teachwild.org.au/7-day-projects

Redlands Tourism Org. (2011). What to do? Indigenous Culture. Retrieved from:
http://www.redlandstourism.com/what-to-do/what-to
do-indigenous-culture.php

Stradbroke
Museum
Org.
(2011).
http://www.stradbrokemuseum.com.au/trail/#

10

Year X unit overviewYears 710 Australian Curriculum: History

Heritage

Trail.

Retrieved

from: