Year+5+History+Scope+and+Sequence

 Year 5 - Australian Colonies




 * **Description** || **Key Inquiry Questions** || **Historical Knowledge and Understanding** || **Historical Skills** || **Achievement Standard** ||
 * The Year 5 curriculum provides a study of colonial Australia in the 1800s.

Students look at the founding of British colonies and the development of a colony.

They learn about what life was like for different groups of people in the colonial period.

They examine significant events and people, political and economic developments, social structures, and settlement patterns. || What do we know about the lives of people in Australia’s colonial past and how do we know?

How did an Australian colonydevelop over time and why?

How did colonial settlement change the environment?

What were the significant events and who were the significant people that shaped Australian colonies? || · Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800.

· The nature of a convict or colonial settlement in Australia, including the factors that influenced patterns of settlement, aspects of the daily life of its different inhabitants, and how they changed the environment.

· The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought.

· The reasons people migrated to Australia from Europe and [|Asia], and the experiences and contributions of a particular migrant group within a colony.

· The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. || ===== __Chronology, terms and concepts__ =====

Sequence historical people and events
Use historical [|terms] and [|concepts]

__Historical questions and research__
Identify questions to inform an [|historical inquiry] Identify and locate a range of relevant sources

__Analysis and use of sources__
Locate information related to inquiry questions in a range of sources Compare information from a range of sources

__Perspectives and interpretations__
Identify points of view in the past and present

__Explanation and communication__
Develop historical texts, particularly narratives and descriptions, which incorporate [|source] material [|(ACHHS105)] Use a range of communication forms (oral, graphic, written) and digital technologies || By the end of Year 5, students place some of the key people and events they have studied in chronological sequence and they create timelines with annotations referring to time and place.

When researching, students develop questions about the past to inform an [|historical inquiry].

They identify relevant sources and locate information and [|evidence] related to their inquiry.

Students compare and record relevant information from a range of sources.

They examine sources to identify the views expressed and the attitudes represented.

Students identify the causes and effects of an event or development and the feelings and motivations of individuals and groups at the time.

They explain the [|significance] of people and events in bringing about change.

Students compose historical texts, particularly narratives and descriptions.

When writing their texts, they incorporate [|source] materials and use appropriate historical [|terms] and [|concepts].

They present their information and findings using combinations of written and spoken text, graphics and pictures and in a range of communication forms including digital technologies. ||