Queensland Studies Authority March 2012 | 1

Year 6 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>.
School name Unit title Duration of unit
Holy Family Contribution of people to Australian society 6 Weeks

Unit outline
Key Inquiry Questions:
What contribution have significant individuals and groups made to the development of Australian society?



2 | Year X unit overview Years 36 Australian Curriculum: History
Identify curriculum
Content descriptions to be taught
General capabilities and cross-curriculum
priorities
Historical Knowledge and Understanding Historical Skills
The contribution of individuals and groups,
including Aboriginal and Torres Strait
Islander people and migrants, to the
development of Australian society, for
example in areas such as the economy,
education, science, the arts, sport.
(ACHHK116)
Chronology, terms and concepts
1. Sequence historical people and events.
(ACHHS117)
2. Use historical terms and concepts
(ACHHS118)
Historical questions and research
1. Identify questions to inform an historical
inquiry (ACHHS119)
Analysis and use of sources
1. Locate information related to inquiry
questions in a range of sources.
(ACHHS121)
Perspectives and interpretations
1. Identify points of view in the past and
present (ACHHS123)
Explanation and communication
1. Use a range of communication forms
(oral, graphic, written) and digital
technologies (ACHHS125)
Literacy

ICT capability

Critical and creative thinking

Personal and social capability

Ethical behaviour

Intercultural understanding

Aboriginal and Torres Strait Islander
histories and cultures

Asia and Australias engagement with Asia




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Identify curriculum
Achievement standard
By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They
compare the different experiences of people in the past. They explain the significance of an individual and group.
Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When
researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare
information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts,
particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use
historical terms and concepts and incorporate relevant sources.

Relevant prior curriculum Curriculum working towards
Students need to make use of prior learning from Term 3, which
investigated the way of life of people who migrated to Australia and
their contributions to Australias economic and social development.
Students also need to capitalise on teaching provided and skills
learnt relating to source work and incorporating historical terms
and concepts within their written work.
Year 7 History Curriculum.
Bridging content

Links to other learning areas
English novel study

4 | Year X unit overview Years 36 Australian Curriculum: History

Assessment Make judgments
Describe the assessment Assessment date
Use a variety of Historical skills to
identify:
Who were the people that came to
Australia? Why did they come? What
was their contribution to Australian
society and what legacy did they
leave?
Students have been asked to nominate a recipient to receive the
Outstanding Australian Contribution Award.
Students are required to research an individual or group, who has
made a significant contribution to the development of Australian
society, for example in areas such as the economy, education,
science, the arts, sport.

The individual or group will be recognised for their actions that have
benefitted the wider Australian community.
Students will use what they have learned in class to describe why this
group or individuals contribution is so noteworthy to our countrys
development.
Students will be asked to address the following headings in their
nomination:
Name of Nominee:
Date and Place of Birth:
Summary of early life:
Summary of work/actions:
Reasons why you wish to nominate this individual or group:

Students are to present their nomination so their chosen individual or
group has the best chance of winning the Award.
Week 6


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Teaching and Learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of
learners
Resources
Week One Contribution to the Nation
Recap students knowledge of stories of migration.
Discuss how migrants have contributed to Australian society in many
different ways. After more than 200 years of migration, Australia has
become a very multicultural society a melting pot of different
religions, foods, languages and ideas.
Discuss how migrants have helped Australias economy (spending on
housing, starting and expanding businesses, boosting workforce etc).
Students read Handout Contributions to the Nation
Students complete Activity Sheets 1 and 2.
Discuss as a class when finished.

Week Two The Contribution of specific individuals and groups: Making a
difference

Focus: Shirley Smith and Lowitja ODonoghue (Examine the positive role of
Indigenous people to the development of todays Australia).

Every society has its unsung heroes, people who by their selfless actions
make a difference to the lives of others, without expecting the rewards of
fame and glory. But sometimes, those deeds have a positive effect on the
lives of so many people that they do not go unnoticed. The stories of Shirley
Smith and Lowitja ODonoghue are two such examples.
As a class, read Handout Making a Difference 1.
Discuss these two stories and provide some more background
information on Shirley and Lowitja (teaching notes p 62).

Handout and Activity Sheets:
Ready-Ed Australia as a
Nation textbook. Pages 49-51


















Handout and Activity Sheets:
Australian Curriculum
Australia as a Nation
textbook. Pages 62-65.

6 | Year X unit overview Years 36 Australian Curriculum: History

Students to complete Activity Sheet Making a Difference 2.
Research Activity: students to research an Indigenous Australian
whom you would nominate for the award that recognises how the
actions of an individual have benefitted the wider community. Use the
following headings to record information about your chosen person
and the reasons why you would nominate him or her.
Name of nominee:
Date and place of birth:
Summary of early life:
Summary of work/actions:
Reasons why you wish to nominate this person:

Some good websites to research include:
http://www.australianoftheyear.org.au/the-awards/awards-history/first-
australians/
http://www.creativespirits.info/aboriginalculture/people/famous-aboriginal-
people-role-models

Week Three The Contribution of specific individuals and groups: Making a
difference

Focus: Surf Live Saving Australia (Examine the contribution made by surf
lifesavers to the development of todays Australia).

Australia is famous across the globe for its beach culture which includes the
populare sport of Ironman and Ironwoman. Today, this sport is a
combination of swimming, board paddling, ski paddling and running. It was
originally created as a way to keep lifesavers fit and develop their rescue
























Handout and Activity Sheets:
Australian Curriculum
Australia as a Nation
textbook. Pages 66-69.

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skills.
As a class, read Handout Surf Live Saving Australia - 1.
Discuss the worthwhile contribution this group makes to society and
provide some more background information on this volunteer group
(teaching notes p 66).
Students to complete Activity Sheet Surf Live Saving Australia - 2.
Research Activity: Question 1 on page 69? Or students could
research a specific Surf Live Saving Club in Australia and report back
to the class on their findings, which might include questions such as:
When was the Club formed? How many members? What is the clubs
community focus?
http://sls.com.au/

Week Four The Contribution of specific individuals and groups: Making a
difference

Focus: Australias multicultural pearling industry (Exploring the contribution
made by divers in the pearling industry, to the development of todays
Australia).

Australias pearling industry has survived the Great Depression of the 1930s,
the disastrous cyclone of 1935, the fallout of two World Wars and the
invention of the plastic button (The switch from mother of pearl to plastic was
caused by the invention of the plastic button in 1957. The plastic button was
easier to produce and less expensive). Producing 60% of the worlds South
Sea cultured pearls, the industry now plays a significant role in the countrys
economy. But who have been the forces behind this exclusive business?
As a class, read Handout Australias multicultural pearling industry -
1.
Discuss the worthwhile contribution these divers continue to make to





















Handout and Activity Sheets:
Australian Curriculum
Australia as a Nation
textbook. Pages 74-77.

8 | Year X unit overview Years 36 Australian Curriculum: History
society and provide some more background information on this
industry (background notes p 66).
Students to complete Activity Sheet Australias multicultural pearling
industry - 2.
Research Activity: Have students research pictures/images of pearl
divers both naked divers and helmet divers and compare the
differences, making sure to also research the advantages and
disadvantages of each. Students to complete the activity sheet on
page 77.
http://australia.gov.au/about-australia/australian-story/australias-pearling-
industry

HAND OUT ASSESSMENT TASK AND EXPLAIN. STUDENTS TO
COMPLETE TASK AT HOME, ASSESSMENT DUE WEEK 6. REMIND
STUDENTS OF USEFUL WEBSITES TO RESEARCH SIGNIFICANT
INDIVIDUALS AND GROUPS: http://www.australianoftheyear.org.au/
http://www.philanthropy.org.au/join/who-are-our-members/ as well as many
other organisations such as Landcare Australia, Clean Up Australia, Catholic
Mission.

Week Five The Contribution of specific individuals and groups: Making a
difference

Focus: Eddie Mabo and the Native Title Act (Examine the contribution of
Eddie Mabo for all Indigenous Australians in their right to claim native title on
land).
Eddie Mabo, born Edward Koiki Sambo, is one of Australias most famous
Torres Strait Islanders.
Discuss as a class if anyone has heard of Mabo, as well as what is meant
by terms such as native title and land rights students should write notes


















Handout and Activity Sheets:
Australian Curriculum
Australia as a Nation
textbook. Pages 78-81.


Queensland Studies Authority March 2012 | 9


Use feedback
Ways to monitor learning
and assessment
Year 6 teachers:
initially meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners
meet weekly to discuss implementation of program and discuss learning activities
cross mark tasks and moderate to achieve consensus and consistency of teacher judgment
moderate the QCATs to identify AE samples to take to cluster moderation in Term 4
participate in cluster moderation of the QCATs.
Curriculum leaders:
in books. Background/Teacher information is included on page 78.
As a class, read Handout Eddie Mabo and the Native Title Act - 1.
Discuss the significant contribution Eddie Mabo made to society,
particularly Indigenous Australians (background notes p 78). Students
could watch the following ABC newsclip on Eddie Mabo (6.30mins):
http://www.youtube.com/watch?v=e2KPAuuwYfs

Students to complete Activity Sheet Eddie Mabo and the Native Title
Act - 2.
Research Activity: Have students research all aspects of Eddie
Mabos varied and colourful life to build a more complete image of this
great man. Students to complete the activity sheet on page 81.

Week Six Assessment Due

Students pin their Assessment Task (Nomination Forms) on classroom
board and peers spend time reading each one and voting on their
choice for Outstanding Australian Contribution Award. Votes are tallied
and winner is announced. Spend time discussing other nominations.

10 | Year X unit overview Years 36 Australian Curriculum: History
Use feedback
randomly sample student work to check for consistency of teacher judgments.
Feedback to students Teachers:
plan opportunities for conversations to provide ongoing feedback (spoken and written) and encouragement to
students on their strengths and areas for improvement
reflect on and review learning opportunities to individualise learning experiences as required
provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills.
Students:
identify, reflect and discuss with their teachers or peers what they can do well and what they need to improve
Reflection on the unit plan At the conclusion of the unit all teachers who have been involved in planning, teaching, learning and assessment will
come together to reflect on the successes and challenges of the unit. They will come with their personal reflections
through answers to the following questions:
What worked well in this unit?
What was a stumbling block?
How would you refine it?
What trends and gaps in learning have you identified?
How will you build on these learning experiences next term and beyond?