Humanities and Social Sciences Year 6 Teaching and Learning Exemplar

DRAFT
HUMANITIES AND SOCIAL SCIENCES

Teaching and Learning Exemplar
Year 6
Draft | 2020/42399v6
30/11/2021
Acknowledgement of Country
Kaya. The School Curriculum and Standards Authority (the Authority) acknowledges that our offices
are on Whadjuk Noongar boodjar and that we deliver our services on the country of many traditional
custodians and language groups throughout Western Australia. The Authority acknowledges the
traditional custodians throughout Western Australia and their continuing connection to land, waters
and community. We offer our respect to Elders past and present.
Copyright
© School Curriculum and Standards Authority, 2021
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Copyright Act 1968 or with permission of the copyright owners.
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative
Commons Attribution 4.0 International (CC BY) licence.
Disclaimer
Any third party materials including texts, websites and/or resources that may be referred to in this document are for the purposes of
example only. The School Curriculum and Standards Authority does not endorse any third party materials, nor are such materials
considered mandatory. Schools must exercise their professional judgement as to the appropriateness of any third party materials they may
wish to use.
Cover image from: FatCamera. (2017). [Stock photograph ID: 838934256]. Retrieved May, 2021, from https://www.istockphoto.com/
Cover image from: Doodglebug. (n.d.). Paper [Photograph]. Retrieved May, 2021, from https://cleanpublicdomain.com/downloads/paper/
Draft | 2020/42399v6
Contents
Background....................................................................................................................................1
Teaching............................................................................................................................................1
Assessing...........................................................................................................................................1
Reflecting...........................................................................................................................................2
Catering for diversity.........................................................................................................................2
The general capabilities and cross-curriculum priorities...................................................................3
Humanities and Social Sciences......................................................................................................4
Diagram 1 – How to read the teaching and learning exemplar.........................................................5
Ways of teaching...............................................................................................................................6
Ways of assessing..............................................................................................................................6
Year level description........................................................................................................................7
Year 6 Achievement Standard...........................................................................................................8
Term 1............................................................................................................................................9
Term 2..........................................................................................................................................27
Term 3..........................................................................................................................................41
Term 4..........................................................................................................................................59
Appendix A: Resources.................................................................................................................75
Economics and Business..................................................................................................................76
Civics and Citizenship.......................................................................................................................78
History.............................................................................................................................................81
Geography.......................................................................................................................................84
Appendix B: Assessment Exemplar 1.............................................................................................87
Appendix C: Assessment Exemplar 2...........................................................................................101
Acknowledgements....................................................................................................................119
Background
This Teaching and Learning Exemplar (the exemplar) has been developed by the School Curriculum
and Standards Authority (the Authority) as part of the School Education Act Employees (Teachers and
Administrators) General Agreement 2017 (Clause 61.1–61.3).
The Western Australian Curriculum and Assessment Outline (the Outline –

https://k10outline.scsa.wa.edu.au/) sets out the mandated curriculum, guiding principles for
teaching, learning and assessment, and support for teachers in their assessment and reporting of
student achievement. The Outline recognises that all students in Australian schools, or international
schools implementing the Western Australian curriculum, are entitled to be given access to the eight
learning areas described in the Alice Springs (Mparntwe) Education Declaration, December 2019.
This Humanities and Social Sciences exemplar for Year 6 articulates the content in the Outline and
approaches to teaching, learning and assessment reflective of the Principles of Teaching, Learning
and Assessment. This exemplar presents planning for eight weeks of teaching and learning for each
of the four terms, with a time allocation of two hours per week. The planning includes suggested
assessment points.
Teaching
The year-level syllabuses for each learning area deliver a sequential and age-appropriate progression
of learning and have the following key elements:
 a year-level description that provides an overview of the context for teaching and learning in the
year
 a series of content descriptions, populated through strands and sub-strands, that sets out the
knowledge, understanding and skills that teachers are expected to teach and students are
expected to learn
 an achievement standard that describes an expected level that the majority of students are
achieving by the end of a given year of schooling. An achievement standard describes the quality
of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that
indicate the student is well-placed to commence the learning required in the next year.
Assessing
Assessment, both formative and summative, is an integral part of teaching and learning. Assessment
should arise naturally out of the learning experiences provided to students. In addition, assessment
should provide regular opportunities for teachers to reflect on student achievement and progress. As
part of the support it provides for teachers, this exemplar includes suggested assessment points. It is
the teacher’s role to consider the contexts of their classroom and students, the range of assessments
required, and the sampling of content selected to allow their students the opportunity to
demonstrate achievement in relation to the year-level achievement standard. Teachers are best
placed to make decisions about whether the suggested assessment points are used as formative or
summative assessment and/or for moderation purposes.
Draft | Humanities and Social Sciences | Year 6 | Teaching and Learning Exemplar 1
Reflecting
Reflective practice involves a cyclic process during which teachers continually review the effects of
their teaching and make appropriate adjustments to their planning. The cycle involves planning,
teaching, observing, reflecting and replanning. Throughout this cycle, teachers adjust their plans as
they work with their students to maximise learning throughout the year. As such, a long-term set of
tightly planned lessons is not conducive to reflective practice.
This exemplar supports reflective practice and provides flexibility for teachers in their planning. The
exemplar shows how content can be combined and revisited throughout the year. Teachers will
choose to expand or contract the amount of time spent on developing the required understandings
and skills according to their reflective processes and professional judgements about their students’
evolving learning needs.
Catering for diversity
This exemplar provides a suggested approach for the delivery of the curriculum and reflects the
rationale, aims and content structure of the learning area. When planning the learning experiences,
consideration has been given to ensuring that they are inclusive and can be used in, or adapted for,
individual circumstances. It is the classroom teacher who is best placed to consider and respond to
(accommodate) the diversity of their students. Reflecting on the learning experiences offered in this
exemplar will enable teachers to make appropriate adjustments (where applicable) to better cater
for students’ gender, personal interests, achievement levels, socio-economic, cultural and language
backgrounds, experiences and local area contexts.
At any point, teachers can adjust the:

 timing of the lessons, e.g. allowing more time where required, or changing when content is
taught to fit local or cultural celebrations, such as NAIDOC Week
 scheduling of assessments to allow for further consolidation of teaching and learning, or to
accommodate students’ participation in personal or cultural events, such as Ramadan
 mode of delivery, e.g. allowing students to present an oral report rather than a written one, or
contributing to a digital blog instead of a written journal
 setting of the lessons, e.g. visiting a museum to see primary source materials, or using a local
wetland for the study of an ecosystem
 opportunities to engage with the content descriptions, e.g. consolidating a graphing skill needed
in Geography during Mathematics and Science, or reading a novel during English that
complements historical information being studied in Humanities and Social Sciences
 ways students work, e.g. students supporting each other in mixed ability groups or teachers
forming ability groups for targeted support
 delivery of the content descriptions to make it more engaging, challenging or appropriate, e.g.
researching a person or event that is culturally significant or focuses on a local issue
 teaching strategies used, e.g. building up to collaborative group structures by engaging in
partner work first or changing a book-based lesson to an excursion
 content descriptions, skills or modes of learning for individuals with formal or informal learning
adjustments.
The general capabilities and cross-curriculum priorities
The Outline incorporates seven general capabilities and three cross-curriculum priorities that can be
utilised to connect learning across the eight learning areas.
The general capabilities and cross-curriculum priorities encompass the knowledge, skills, behaviours
and dispositions that will assist students to live and work successfully in the twenty-first century.
Teachers may find opportunities to incorporate the capabilities and priorities into their teaching and
learning programs.
The full description and exemplification of the general capabilities can be found on the Authority
website: https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-
capabilities-overview/general-capabilities-in-the-australian-curriculum.
The full description and exemplification of the cross-curriculum priorities can be found on the
Authority website: https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-priorities2/
cross-curriculum-priorities.
Humanities and Social Sciences
The Western Australian Curriculum: Humanities and Social Sciences is the study of human behaviour
and interaction in social, cultural, environmental, economic and political contexts. Humanities and
Social Sciences has a historical and contemporary focus, from personal to global contexts, and
considers opportunities and challenges for the future.
The Humanities and Social Sciences subjects provide students with the knowledge and transferable
skills they need to develop a broad understanding of the world in which we live and how people can
participate as active and informed citizens in the 21st century.
Diagram 1 – How to read the teaching and learning exemplar
1 2 3
2a 3a
2b
2c
2d
1. The Western Australian curriculum is the mandated curriculum content to be taught from the
Outline.
2. Teaching and learning intentions may provide additional information and/or examples to assist
with the interpretation of curriculum content.
a. The key concepts are the high-level ideas involved in teaching students to think from a
Humanities and Social Sciences perspective. They are drawn from the knowledge and
understanding in the syllabus for each year.
b. Teaching points provide specific information or highlight the focus of the learning
experience.
c. Focus questions scaffold the teaching and learning and are integral to the learning
experiences.
d. Suggested assessment points provide opportunities to monitor student progress and to
facilitate teacher planning.
3. Learning experiences describe the interaction and activities that take place to facilitate learning.
a. The numbers reflect the allocated time of two hours. In this example, number 1 is the first
hour of the allocated time, and number 2 is the second hour. If only one number is given,
then it is expected that the learning experience described is likely to require two hours. In
some cases the learning experience, such as a research project, may require more than two
hours and this is indicated in the exemplar.
Ways of teaching
This Year 6 exemplar provides a suggested approach to planning for the delivery of the Humanities
and Social Sciences curriculum. The approach taken shows the interrelationship between the two
strands of Humanities and Social Sciences, the knowledge and understanding and the Humanities
and Social Sciences skills. The key concepts are drawn from the knowledge and understanding in the
syllabus. Teachers are required to explicitly connect the knowledge and understanding with the key
concepts and the skills when planning for teaching, learning and assessment.
The Humanities and Social Sciences learning area comprises four subjects: Civics and Citizenship,
Economics and Business, Geography, and History. The Humanities and Social Sciences subjects
include a range of skills that can be represented broadly as Questioning and Researching (Q&R),
Analysing (A), Evaluating (E) and Communicating and Reflecting (C&R). Students apply these skills to
their everyday learning experiences and teachers may find opportunities to introduce, revisit,
strengthen or extend the Humanities and Social Sciences skills in other learning areas.
The structure of this exemplar provides one example of combining the three aspects of knowledge
and understanding, Humanities and Social Sciences skills and concepts when developing teaching and
learning programs to create learning experiences for each of the four subjects. One subject is
covered per term. Teachers may choose to teach the subjects in the same order as outlined in this
exemplar or change the order of the subjects to suit the school context. If the order is changed,
teachers should check that the timing of the assessment exemplars matches with the content,
concepts and skills that need to be taught, and make any necessary adjustments. Teachers may
choose to adjust the planned teaching and learning activities to suit the learning needs and context
of the students and the school priorities.
Further information on ways to teach Humanities and Social Sciences can be found on the Authority
website: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-
social-sciences/humanities-overview/ways-of-teaching.
Note: links to electronic resources
This sequence of lessons may utilise electronic web-based resources, such as YouTube videos.
Schools are advised to install advertising blocking software prior to using online material.
Additionally, teachers should be present while an electronic resource is in use and close links
immediately after a resource such as a video has played to prevent default ‘auto play’ of additional
videos. Where resources are referred for home study, they should be uploaded through Connect, or
an equivalent system, that filters advertising content.
Ways of assessing
The suggested assessment points included in this exemplar alert teachers to only some of the
opportunities to monitor individual student progress and achievement during day-to-day learning
activities. Teachers can decide whether the suggested assessment points are to be used as learning
experiences, formative or summative assessment or, alternatively, to plan and develop their own
assessments. Information collected from these assessments will allow teachers to monitor student
learning and development to inform future planning, provide a focus for feedback to students,
support discussions with parents, and provide evidence for reporting on student achievement
requirements. Teachers should consider a range of ways in which evidence of student achievement
will be collected in addition to the examples provided in this exemplar. Where possible, the
assessment criteria should be developed with the students and made visible to guide their work.
Further assessment strategies can be found on the Authority website:

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-
sciences/humanities-overview/ways-of-assessing.
In addition to the suggested assessment points, Appendix B and Appendix C provide teachers with
examples of assessments that can be used for both assessment and moderation purposes. Both
assessments provide teachers with the resources, or links to resources, required for students to
complete the task, and are accompanied by marking keys to ensure teachers make valid and reliable
judgements on student achievement. The exemplar supports the prior learning required for students
to complete the tasks in both Appendix B and Appendix C.
Aboriginal and Torres Strait Islander people are advised that some of the materials and links in this
exemplar may contain images and voices of deceased persons. Teachers should exercise caution
when choosing images and other materials.
Year level description
Year 6 Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business,
Geography, and History.
Students develop their understanding and application of skills, including questioning and researching,
analysing, evaluating, communicating and reflecting. They apply these skills to their daily learning
experiences and to investigate events, developments, issues and phenomena, both historical and
contemporary.
Students continue building on their understanding of the concepts of justice, rights and
responsibilities, and the Westminster system. They investigate Australia's democratic system of
government, including state/territory and federal parliaments, and the court system. Students
examine Australian citizenship, and reflect on the rights and responsibilities that being a citizen
entails.
Students further develop their understanding of economics and business concepts, such as scarcity
and making choices, as they explore the ways resources are allocated to meet needs and wants in
their community. They consider the effect of consumer and financial decisions on individuals, the
community and the environment. Students focus on community or regional issues, with
opportunities for concepts to also be considered in national or global contexts where appropriate.
The concepts of place, space, environment, interconnection, sustainability and change continue to be
developed as a way of thinking. Students inquire into the factors that shape the diverse
characteristics of different places and how people, places and environments are interconnected,
including a study of the world's cultural, economic, demographic and social diversity. The
development of the students’ mental map of the world is extended through a study of the location of
countries in the Asia region.
Students are given the opportunity to develop their historical understanding through the key
concepts of sources, continuity and change, cause and effect, perspectives, empathy and
significance. These concepts are investigated within the historical context of the development of
Australia as a nation, particularly after 1900; the factors that led to Federation; and how Australian
society changed throughout the 20th century.
Year 6 Achievement Standard
At Standard, students develop questions for a specific purpose. They locate and collect relevant
information and/or data from primary and/or secondary sources, using appropriate methods to
organise and record information. Students apply ethical protocols when collecting information. They
use criteria to determine the relevance of information and/or data. Students interpret information
and/or data, sequence information about events, identify different perspectives, and describe cause
and effect. They use a variety of appropriate formats to translate collected information and draw
conclusions from evidence in information and/or data. Students engage in a range of processes when
making decisions in drawing conclusions. They consider audience and purpose when selecting
appropriate communication forms. Students develop a variety of texts that incorporate source
materials, using some subject-specific terminology and concepts. They reflect on findings to refine
their learning.
Students recognise that Australia’s democracy is based on the Westminster system, and describe the
roles and responsibilities of each level of government and how laws are made. They identify the
democratic values associated with Australian citizenship and describe the rights and responsibilities
of being an Australian citizen.
Students identify the imbalance between needs and wants, and describe how the allocation of
resources involves trade-offs. They identify the advantages and disadvantages of specialisation in
terms of the different ways businesses organise the provision of goods and services. Students
identify the factors that influence consumer decisions when making choices, and the consequences
of those choices for businesses and the consumer.
Students identify the location of Asia and its major countries, in relation to Australia. They recognise
the geographical and cultural diversity of places, by describing the physical and human characteristics
of specific places, at the local to global scale. Students identify that people, places and environments
are interconnected and describe how these interconnections lead to change.
Students explain the significance of an individual, group or event on the Federation of Australia, and
identify ideas and/or influences of other systems on the development of Australia as a nation. They
describe continuity and change in relation to Australia’s democracy and citizenship. Students
compare experiences of migration and describe the cause and effect of change on society.
TERM 1
Weeks 1–8: Economics and Business
Western Australian
Teaching and learning intentions Learning experiences
curriculum content
Week 1 Key concept Learning experience 1
Knowledge and understanding Making choices. Introduce the topic of businesses providing goods and services
in different ways by discussing the revision points and focus
Businesses provide goods and services in Teaching points questions with the class.
different ways (e.g. shopping centres,
local markets, online stores, small  Revise what is a business (Year 5). Explore the ways that shopping is changing because of the
independent stores, remote community  Revise the difference between goods and services internet by having students view and discuss an informative
stores) to earn revenue (Year 5). text, such as:
 Discuss making and selling often occur at different  Department stores of the future
Humanities and Social Sciences skills locations (use examples). https://www.abc.net.au/lateline/department-stores-of-
Q&R Locate and collect information Focus questions the-future/4701908
and/or data from a range of appropriate  The changing face of retail
primary sources and secondary sources  How do you and your family ‘shop’? https://www.slideshare.net/Smithshawnb/the-changing-
(e.g. museums, media, library catalogues,  Where does most shopping occur in Australia? face-of-retail-in-australia
interviews, internet)  How is peoples’ growing access to the internet See Appendix A.
changing the operation of retail stores?
Q&R Record selected information and/or Encourage students to generate some questions they may have
 What are the advantages and disadvantages of
data using a variety of methods (e.g. use about the topic to make an I Wonder chart.
online shopping?
graphic organisers, paraphrase,  How does a business earn revenue? Learning experience 2
summarise)  What costs does a business have to pay for?
 What is profit for a business? Revise the concepts of goods and services, and of making and
 How can a business make a profit and cover costs? selling at different points, by using sources such as maps of the
local shopping centre, business directories, the internet, the
local community newspaper, or a visit to the local business
Draft | Humanities and Social Sciences | Year 6 | Teaching and Learning Exemplar | Term 1 10
Western Australian
curriculum content
area, to identify businesses operating in your community.
Collect business cards, take photos, cut advertisements from

the local newspaper or take screen shots of their website.
Classify them on a display according to different categories,
such as goods/services, profit/not-for-profit, online/mobile/in a
building. Each group could be responsible for a different
classification, or it could be done as a class.
Invite the manager/owner of a local small business into the

classroom to discuss their costs and what they do to increase
their revenue.
Western Australian
curriculum content
Week 2 Key concepts Learning experience 1
Knowledge and understanding Making choices; Interdependence. Discuss how consumers make decisions when purchasing goods
and services.
The impact consumer purchasing Teaching points
decisions can have on a family, the Use a video, such as Taking a virtual holiday
broader community (e.g. purchasing from  The idea of positive and negative consequences. https://www.abc.net.au/btn/newsbreak/btn-newsbreak-
the local growers’ market or a Focus questions 20200515/12254018, to elicit a discussion on the events or
supermarket chain) and the environment issues that influence consumers.
(e.g. pollution, waste)  How can purchase decisions have a positive impact
on a family? Brainstorm a list of events or issues that may influence
Humanities and Social Sciences skills consumers to buy or not to buy certain goods or services
 How can purchase decisions impact negatively on
(e.g. a hot summer, an emergency situation, concern for the
A Interpret information and/or data an individual and their family?
environment, a drought, a building bonus from the
collected (e.g. sequence events in  How can purchase decisions impact on the
government).
chronological order, identify cause and community?
effect, make connections with prior  How can purchase decisions impact on the Choose one of these (or allocate one per group) and have
knowledge) environment? students list the goods and services that would be affected
 How do advertisements influence consumers? (e.g. a hot summer would mean more fans sold, less jumpers).
E Use decision-making processes Discuss as a class.
(e.g. share opinions and personal Suggested assessment point
perspectives, consider different points of Learning experience 2
Opportunity to observe students’ ability to:
view, identify issues, develop possible
 identify a number of positive and negative impacts View a short video to start a discussion on the idea of positive
solutions, plan for action, identify
of purchasing decisions and negative impacts of purchases on the individual, such as:
advantages and disadvantages of
Western Australian
curriculum content
 interpret the information from the videos to  What does Soda do to your body?
different options)
identify cause and effect, and make connections https://www.youtube.com/watch?v=Xiue6d27MKs
with prior learning  Beware the crinkly bag
 participate in group and class decision making by https://www.youtube.com/watch?v=0WjbRXbC1KE
sharing opinions and considering other points of
view Analyse how advertisements may influence a family when
making a purchase, and how this purchase may have negative
or positive impacts. Guide students with retrieval charts,
placemat activities or focus questions to find and analyse a
frequently advertised product in order to:
 describe the advertisement and explain the techniques the
company uses to appeal to the consumer
 evaluate whether or not you or your family would buy the
product and why
 identify the impacts this product may have on the
individual, community and environment.
Suitable examples include: a fast food meal, a pair of expensive

sneakers, the latest digital device or soft drinks.
Western Australian
curriculum content
Week 3 Key concepts The following learning experience has been allocated two
hours.
Knowledge and understanding Making choices; Interdependence.
Learning experience 1
The impact consumer purchasing Teaching points
decisions can have on a family, the As a springboard for this week’s topic, view and discuss an
broader community (e.g. purchasing from  The idea of positive and negative impacts. informative or persuasive video, such as:
the local growers’ market or a Focus questions  Palm oil ban
supermarket chain) and the environment https://www.abc.net.au/btn/classroom/palm-oil-ban/1085
(e.g. pollution, waste)  How can a purchase decision have a positive impact 7510
on an individual or family?  Electric car future
Humanities and Social Sciences skills
 How can a purchase decision have a negative https://www.abc.net.au/btn/classroom/electric-car-
Q&R Develop and refine a range of impact on an individual or family? future/10970808
questions required to plan an inquiry  How can purchase decisions have a positive or  Influencer ads
negative impact on the community? https://www.abc.net.au/btn/classroom/influencer-ads/104
Q&R Record selected information and/or  How can purchase decisions have a positive or 48634
data using a variety of methods (e.g. use negative impact on the environment?
graphic organisers, paraphrase, Guide students to develop survey questions and draw
summarise) conclusions from the data to explore the choices they and their
family make when purchasing a product.
A Interpret information and/or data
collected (e.g. sequence events in  In groups or as a class, brainstorm products that their
chronological order, identify cause and family buys. Agree on a list of common items, e.g. lunch,
effect, make connections with prior TV, new car, shoes, shampoo, holiday, plants for the garden
Western Australian
curriculum content
or a new phone.
knowledge)
 List reasons why their family buys each product and
E Draw and justify conclusions, and give identify if there are any reasons that would prevent them
explanations, based on the information buying it.
and/or data in texts, tables, graphs and  Discuss the best type of questioning to use. You may wish
maps (e.g. identify patterns, infer to use an online survey generator, such as SurveyMonkey,
relationships) to see examples of different forms of questioning.
 Model the questions that students could ask each other
and their parents to collect data; for example:
 When you buy plants for the garden what is the most
important consideration (cost, drought resistant, colour
and form, availability, other)?
 When you purchase a holiday what is the most
important consideration (cost, amenities available,
distance, weather, pet friendly, other)?
 In groups develop a number of survey questions to take
home to ask parents. Alternatively, develop a child friendly
survey for other classes, such as purchasing choices at the
canteen or the choices Year 6s make when spending pocket
money.
 Give students time and opportunity to collect and collate
data.
 Model how to collate the data; for example, provide a table
or template for this.
Western Australian
curriculum content
 As a class or in groups, discuss the main factors that

influence people when purchasing a number of agreed on,
common items. Consider factors such as environmental
impacts, value for money, brand loyalty, cost, health etc.
 Each student writes a few paragraphs (or model)
explaining: What factors do families/people think about
when they make purchasing decisions?
Western Australian
curriculum content
hours.
The impact consumer purchasing Making choices; Scarcity.
decisions can have on a family, the Learning experience 1
broader community (e.g. purchasing from Teaching points
the local growers’ markets or a Consider how purchasing and business decisions impact the
 The idea of positive and negative impacts. environment by reading The Lorax by Dr Seuss to your
supermarket chain) and the environment  The link between purchasing decisions and natural
(e.g. pollution, waste) students.
resources and the environment.
Businesses provide goods and services in  The link between purchasing decisions and the  Read and discuss The Lorax and facilitate comprehension.
different ways (e.g. shopping centres, establishment and continuation of businesses.  Allocate students to expert groups and present each group
local markets, online stores, small  The shortage of resources relative to wants. with one of these topics to discuss.
independent stores, remote community  What is the dilemma that occurs in the text? Why does
Focus questions (The Lorax) it happen?
stores) to earn revenue
 How could the economic needs of the business be met
 What goods and services are provided?
Humanities and Social Sciences skills in a more sustainable way?
 What natural resources are used?
 What were the needs of the other creatures in the
A Interpret information and/or data  What is the cost of the natural resources and its
forest? How could the business have been more
collected (e.g. sequence events in impact on the business?
considerate of this?
chronological order, identify cause and  What is scarcity?
 How did the business operation change the
effect, make connections with prior
Focus questions – Alternative leaning experience – environment?
knowledge)
Growers’ Market case study  What technology could the business have used to make
E Use decision-making processes it more sustainable?
 Why are growers’/farmers’ markets popular?  Bring groups together to discuss their findings as a whole
(e.g. share opinions and personal
 How might the rise of one business impact on other class.
perspectives, consider different points of
businesses in the area? (e.g. a large supermarket’s  Return students to their home groups to devise a business
Western Australian
curriculum content
impact on smaller retail shops; a growers’ market’s solution that would have made the business more
solutions, plan for action, identify impact on a local greengrocer) sustainable. This plan could take the form of a concept map
 How can purchase decisions impact on the or flow chart.
different options)
community (e.g. availability of products,  Flowcharts can be completed digitally, on paper or in a
Q&R Record selected information and/or transportation, jobs, types of shopping available)? template. Teachers can decide if students need this
data using a variety of methods (e.g. use  How can purchase decisions impact on the modelled.
graphic organisers, paraphrase, environment (e.g. destruction of habitat for more  Use a Gallery walk or discussion for students to share their
summarise) buildings and roads, pollution, water use)? ideas.
C&R Present findings, conclusions and/or Alternative learning experience

arguments, appropriate to audience and
Case study: Growers’ Markets. Explore what accounts for the
purpose, in a range of communication
increasing number of growers’ markets in Australian cities, and
forms (e.g. written, oral, visual, digital,
the impact on individuals, the community and the
tabular, graphic, maps) and using
environment?
subject-specific terminology and concepts
View texts about growers’ markets, such as:
C&R Develop a variety of texts, including
 The Freo Farmers Market website
narratives, descriptions, biographies and
https://www.freofarmersmarket.com.au/
persuasive texts, based on information
 The rise of farmers markets in WA:
collected from source materials
https://www.watoday.com.au/national/western-australia/t
he-rise-of-farmers-markets-in-wa-20140513-zrbfv.html.
Students consider the information using teacher developed

retrieval charts or other graphic organisers to record
information; interpret information; and write a summary to
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answer the question: How do Growers’ Markets impact on

individuals, the community and the environment?
Optional cross-curricular learning experience
Students work in pairs or small groups to design a market stall

that produces sustainable products or services. They should
draw and label what it could look like; list the goods or services
they would offer; list the resources they may need to source;
and explain how they would appeal to customers and minimise
their impact on the environment.
Students participate in a Gallery walk and each pair briefly

explains their concept to the class.
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curriculum content
hours.
Knowledge and understanding Making choices; Interdependence; Scarcity.
The impact consumer purchasing Focus questions
decisions can have on a family, the Discuss how more businesses and consumers are moving to a
broader community (e.g. purchasing from  What is meant by a trade-off? greener future.
the local growers’ markets or a  How can purchase decisions impact on the
supermarket chain) and the environment community? (e.g. availability of products, Read or view a text, such as:
(e.g. pollution, waste) transportation, jobs, types of shopping available)  Student Climate Strikes
 How can purchase decisions impact on the https://www.abc.net.au/btn/newsbreak/student-climate-
Decisions about the alternative use of environment? (e.g. destruction of habitat for more strikes/11077248.
resources result in the need to consider buildings and roads, pollution, water use)
trade-offs (e.g. using the land to grow Check what the students already know and understand of the
 What trade-offs need to be made for communities
crops or to graze cattle) term ‘green’ in respect to the environment. Agree on a
to become ‘greener’?
definition.
Discuss the idea of a trade-off and relate the idea of a trade-off
A Interpret information and/or data to students’ personal life by eliciting examples during a Call out
collected (e.g. sequence events in or by adding to a Graffiti wall; for example:
chronological order, identify cause and  giving up a lunchtime to be a sports monitor
effect, make connections with prior  giving up a Saturday job to play football
knowledge)  foregoing buying the latest sneakers in order to have more
money to spend on a phone.
C&R Present findings, conclusions and/or
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purpose, in a range of communication Brainstorm and discuss trade-offs in terms of becoming

forms (e.g. written, oral, visual, digital, greener; for example:
tabular, graphic, maps) and using  taking less time in the shower
subject-specific terminology and concepts  walking to school instead of driving
 planting a native garden
 turning lights off
 recycling.
collected from source materials Brainstorm known businesses and students suggest how each
one could minimise their environmental impact – include fast
C&R Reflect on learning, identify new
food, clothing, hairdressers/beauticians, car manufacturers,
understandings and act on findings in
supermarkets etc:
different ways (e.g. suggest additional
 What trade-offs will the businesses need to make?
questions to be investigated, propose a
 What are the likely benefits?
course of action on an issue that is
significant to them) Pose the question: What trade-offs may businesses need to
make to be ‘greener’? Brainstorm and list ideas, e.g. the cost of
services goes up, if they offer natural products, they may offer
fewer choices, they may offer recycling and have to dispose of
recycled products.
Engage students in writing one of these texts:

 speaking points for a pitch to make to a business owner to
convince them to make changes in order to become more
environmentally friendly.
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 a procedural/persuasive text on how to be more

environmentally friendly at home or school. Include the
necessity of trade-offs and convince the audience of their
value.
Alternative learning experience
Discuss the idea of trade-offs in relation to environmental

impacts by investigating fracking on farmland.
Identify prior knowledge of the term ‘green’ in respect to the

environment. Agree on a definition.
Discuss the idea of a trade-off in relation to the students’

personal life by eliciting examples during a Call out or by adding
to a Graffiti wall; for example:
 giving up a lunchtime to be a sports monitor
 giving up a Saturday job to play football
 foregoing buying the latest sneakers in order to have more
money to spend on a phone.
Brainstorm and discuss trade-offs in terms of becoming

greener; for example:
 taking less time in the shower
 walking to school instead of driving
 planting a native garden
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 recycling.
Provide articles and resources for students to investigate a

recent or current land use decision, and how this involves
trade-offs (e.g. allowing fracking for coal seam gas on
farmland), such as:
 What is Fracking and Why is it Controversial?
https://www.youtube.com/watch?v=O6JKM15GpuQ
Use a collaborative structure, such as Expert groups (e.g. a

Jigsaw) and provide a graphic organiser, such as a Graffiti wall
or Placemat for students to gather information and discuss
texts.
Emphasise the choice made about the use of land, why it was
made and the trade-offs resulting from that decision.
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Weeks 6, 7 and 8 Assessment (Appendix B) The following assessment has been has been allocated six
hours.
Knowledge and understanding To assess students’ understanding of key Economic and
Business concepts and skills as they apply to the impact Assessment: The cost of plastic (Appendix B)
The impact consumer purchasing consumers’ purchasing decisions may have on a family,
decisions can have on a family, the the broader community and the environment. Students will develop a questionnaire to survey people in order
broader community (e.g. purchasing from to determine whether consumers consider the impact on the
the local growers’ markets or a Students should be familiar with the concepts of environment when making choices about using and buying
supermarket chain) and the environment scarcity and making choices, how to develop questions products made of plastic or packaged in plastic. Students will
(e.g. pollution, waste) for a survey, and how to construct and analyse data in then record and analyse the survey results, and respond to the
graphs and/or charts. statement: Consumers consider the impact on the environment
Humanities and Social Sciences skills when making choices about buying products made of plastic or
Q&R Develop and refine a range of packaged in plastic.
questions required to plan an inquiry
Q&R Record selected information and/or

data using a variety of methods (e.g. use
graphic organisers, paraphrase,
summarise)
A Translate collected information and/or

data to a variety of different formats
(e.g. create a timeline, draw maps,
convert a table of statistics into a graph)
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E Draw and justify conclusions, and give

explanations, based on the information
and/or data in texts, tables, graphs and
maps (e.g. identify patterns, infer
relationships)

subject-specific terminology and
concepts
TERM 2
Weeks 1–8: Civics and Citizenship
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Knowledge and understanding Democracy; the Westminster system. Provide students with a number of focus questions and/or a
KWL chart, or use the RAN strategy (Appendix A). Watch the
The key institutions of Australia's Teaching points videos:
democratic system of government based
 The origins of Australia’s system of government –  The Constitution
on the Westminster system, including the
Britain/United States of America (USA) and the https://peo.gov.au/understand-our-parliament/how-
monarchy, parliaments and courts
influence of the Magna Carta on modern parliament-works/the-australian-constitution/the-
Humanities and Social Sciences skills democracies. constitution/
 How the Westminster system is central to  The Westminster system and borrowed traditions
Q&R Identify current understandings, https://education.abc.net.au/home#!/media/2717810/the-
Australia’s system of government at the
consider possible misconceptions and westminster-system-and-borrowed-traditions.
Commonwealth and State level.
identify personal views on a topic
 Key features of the Westminster system that affect Use the KWL or RAN organisers to record information prior to,
(e.g. KWL chart, concept map)
the operation of the levels of government during and after viewing. Discuss in class or groups. Use the
Q&R Locate and collect information (bicameralism, separation of powers). misconceptions and questions (wonderings) to create a wall of
and/or data from a range of appropriate questions for ongoing discussion and investigation.
Focus questions
primary sources and secondary sources
(e.g. museums, media, library catalogues,  What is the Magna Carta? Learning experience 2
interviews, internet)  Why was it created? Gather, organise and interpret information about the key
 What does it say? institutions of Australia’s democratic system by reading the fact
 How has it influenced our democracy? sheet from the Parliamentary Education Office:
 What are some roles and responsibilities of the https://peo.gov.au/understand-our-parliament/introducing-
three levels of government – Executive (the our-parliament/australian-parliament/.
summarise)
monarchy/Governor-General or governor), Add information to the KWL or RAN chart, and the question
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Legislature (the two houses of parliament), wall. Discuss as a class with a call out.
Judiciary (the courts in Australia and/or Western
Australia? Use collaborative structures, such as Placemats or Expert
groups to view, read, and find information. Share in a
Suggested assessment point Discussion or Call out.
Use the KWL/RAN charts as an ongoing formative

assessment.
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hours.
Knowledge and understanding Democracy; the Westminster system; Participation.
The roles and responsibilities of the three Teaching points
levels of government, including the Investigate the responsibilities of each level of government
shared roles and responsibilities within  Key features of the Westminster system that affect (e.g. health, postal services, water, education, immigration) and
Australia’s federal system the operation of the levels of government build lists of services and responsibilities at each level.
(bicameralism, separation of powers).
Humanities and Social Sciences skills  The federal system of government. In pairs, students play the Three levels of government game
and create a list of services and responsibilities provided at
Q&R Record selected information and/or Focus questions each level:
 What is representative government?  Three levels of government
https://peo.gov.au/sub-site/three-levels-of-government-
summarise)  What are the responsibilities of the three levels of
game/index.html.
government?
E Draw and justify conclusions, and give  How do the three levels of Australian government Provide a range of resources for students to add to their lists:
explanations, based on the information work together and separately? (Federalism)  The roles and responsibilities of the three levels of
government
maps (e.g. identify patterns, infer Suggested ongoing activity
https://peo.gov.au/understand-our-parliament/how-
relationships)
Discuss how government decisions and legislation are parliament-works/three-levels-of-government/the-roles-
C&R Present findings, conclusions and/or made by finding articles in the media, such as a debate and-responsibilities-of-the-three-levels-of-government/
arguments, appropriate to audience and about the position of a new skateboard or the creation  Levels of government
purpose, in a range of communication of a new road. Create a wall to categorise and display https://education.abc.net.au/home#!/media/2405829/leve
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under the headings: local, state and federal ls-of-government

forms (e.g. written, oral, visual, digital, responsibilities.  Three levels of government
https://peo.gov.au/understand-our-parliament/how-
parliament-works/three-levels-of-government/.
Students use their lists to create a visual representation of the

three levels of government.
This could be done in small groups and culminate in a Gallery

walk where groups share their knowledge with the class.
Alternatively, students work individually to create a Triarama.
Teacher reviews the resource in Appendix A before the lesson.
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hours.
Knowledge and understanding The Westminster system; Participation; Rights and
responsibilities. Learning experience 1
How laws are initiated and passed
through the Federal parliament Teaching points Provide graphic organisers, such as retrieval charts or focus
questions (see Teaching and learning intentions) to record
Humanities and Social Sciences skills  The difference between a law and a bill. information while viewing/reading some of these texts to
 Where bills can originate; the role of executive explore how laws are made:
government in developing bills; and how the public  Passing a bill in parliament
service works with ministers to prepare new laws. https://education.abc.net.au/home#!/media/29457/passin
summarise) Focus questions g-a-bill-in-parliament
 How laws are made – Parliament
E Draw and justify conclusions, and give  How are laws made? https://www.youtube.com/watch?v=NhYpkVclXbA
explanations, based on the information  What are the stages in the legislative process in  The usual path of a bill
and/or data in texts, tables, graphs and Australian Parliaments? https://peo.gov.au/understand-our-parliament/how-
maps (e.g. identify patterns, infer  What role do political parties, pressure groups and parliament-works/bills-and-laws/making-a-law-in-the-
relationships) community groups play in the legislative process australian-parliament/.
(i.e. the sources of legislation as well as the
A Interpret information and/or data Discuss the information gathered, using focus questions as a
legislative process)?
collected (e.g. sequence events in guide, and provide opportunities for students to reflect on their
 How is the individual involved in the legislative
chronological order, identify cause and learning and suggest additional questions to add to a Graffiti or
process?
effect, make connections with prior I wonder wall.
knowledge)
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C&R Reflect on learning, identify new Suggested assessment point Alternative learning experience
understandings and act on findings in
different ways (e.g. suggest additional Think-pair-share learning, using the focus questions as Teachers could use the pre-prepared role play provided by the
questions to be investigated, propose a a springboard. Parliamentary Education Office to highlight the stages in the
course of action on an issue that is legislative process in the Australian Parliament:
Have students share their knowledge, and use the
significant to them)  Role-play the Parliament: House of Representatives
opportunity to address any misconceptions.
https://peo.gov.au/teach-our-parliament/classroom-
activities/parliamentary-processes-and-practices/make-a-
law-house-of-representatives/.
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hours.
Knowledge and understanding The Westminster system; Participation; Rights and
responsibilities. Learning experience 1
How laws are initiated and passed
through the federal parliament Focus questions Explore participation and law-making in Australia with a role
play of the process of passing a law, with each student taking
Humanities and Social Sciences skills  How are laws made? on a role, such as a minister, prime minister, opposition leader
 What are the stages in the legislative process in etc. Students role play the introduction of a bill through to the
Australian Parliaments? passing of a law.
 What role do political parties, pressure groups and
community groups play in the legislative process  Review the learning from Week 3 with a Call out or a
(i.e. the sources of legislation as well as the Think-pair-share.
relationships)
legislative process)?  Assign roles and allow each student time to research their
C&R Present findings, conclusions and/or  How is the individual involved in the legislative role in the passing of a law. Discuss with the student and
arguments, appropriate to audience and process? share as class.
purpose, in a range of communication  Brainstorm and decide on an issue that is relevant to
Suggested assessment point students, e.g. homework should be banned, Year 6
tabular, graphic, maps) and using Making a Law students should have their seating area.
subject-specific terminology and concepts School Curriculum and Standards Authority Humanities  Discuss and form/meet in ‘political parties’.
and Social Sciences Year 6 Sample Assessment Task  Allow time to form opinions, discuss and plan for the
Civics and Citizenship Making a Law debate. Time should be given to researching the topic.
https://k10outline.scsa.wa.edu.au/home/assessment/a  Watch the relevant videos again to review the roles and
ssessment-activities/year6
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practices of passing of laws.

 Participate in the role play.
 Record the role play as a video and play back for further
discussion and feedback.
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curriculum content
hours.
Knowledge and understanding Participation; Rights and responsibilities.
Who can be an Australian citizen, the Focus questions
formal rights and responsibilities, and Brainstorm the concept of citizenship, and explore the ideas of
shared values of Australian citizenship  What is a citizen? eligibility and citizenship pathways, and processes though
 What is the difference between a resident and a websites, such as those of the Department of Home Affairs or
Humanities and Social Sciences skills citizen? other government sites:
 What are the reasons people may wish to become  Immigration and citizenship
Q&R Locate and collect information
an Australian citizen? https://www.homeaffairs.gov.au/Trav/Citi
and/or data from a range of appropriate
 How does one become an Australian citizen?  Citizenship interview and test
 What values do Australian citizens uphold? https://immi.homeaffairs.gov.au/citizenship/test-and-
(e.g. museums, media, library catalogues,
interviews, internet) interview/listen-to-podcast
Suggested assessment point
 Immigration and visas
Q&R Record selected information and/or Opportunity to collect information about the students’ https://info.australia.gov.au/information-and-services/imm
data using a variety of methods (e.g. use ability to locate information by providing a retrieval igration-and-visas.
graphic organisers, paraphrase, chart or focus questions for students to complete
summarise) during reading informative texts. Guide students to use the information to complete some of
these activities.
A Identify different points of
view/perspectives in information and/or  Answer a number of teacher generated focus questions
data (e.g. analyse language, identify and complete retrieval charts.
motives)
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 Develop criteria to determine the relevance of information.

 Brainstorm I wonder questions.
 Use collaborative structure, such as Expert groups (e.g. a
Jigsaw) and provide a graphic organiser, such as a Graffiti
wall or Placemat.
Alternative learning experience
Investigate the pathway to citizenship by having students

create an infographic, information brochure or poster to
explain the process. Direct students to use a range of sources
to research and explain the procedure for people wanting to
become citizens.
Guide students to consider the audience, purpose and the

values that need to be reflected.
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Knowledge and understanding Participation; Rights and responsibilities. Explore and discuss the values that citizens uphold by having
the class take the Australian citizenship practice test.
Who can be an Australian citizen, the Focus questions
formal rights and responsibilities, and Students could go on to develop their own citizenship test and
shared values of Australian citizenship  What is a citizen? justify to the class the questions they included:
 What is the difference between a resident and a  What knowledge did you include?
Humanities and Social Sciences skills citizen?  What skills are important to test?
 What are the reasons people may wish to become
A Identify different points of  What values did you want to reflect?
an Australian citizen?
view/perspectives in information and/or
 How does one become an Australian citizen? Learning experience 2
data (e.g. analyse language, identify
 What values do Australian citizens uphold?
motives) Debate the fairness of the test or debate another issue on the
Suggestion assessment point subject of citizenship, such as:
E Use decision-making processes
 Can you test values?
(e.g. share opinions and personal Use the ticket out the door strategy for students to  Are Australian values unique when compared to other
perspectives, consider different points of demonstrate their understanding of one of the cultures?
view, identify issues, develop possible following:
solutions, plan for action, identify  the difference between a resident and a citizen
advantages and disadvantages of  who is eligible to be an Australian citizen
different options)  why someone may want to become a citizen.
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hours.
Knowledge and understanding Participation; Rights and responsibilities.
Who can be an Australian citizen, the Teaching points
formal rights and responsibilities, and Introduce the topic of migration by reading a number of picture
shared values of Australian citizenship  The idea of a diverse population. books (Appendix A) or viewing a film clip, such as:
 Distinguishing between fact and opinion.  Refugees and migrants
Humanities and Social Sciences skills  The idea of different points of view. https://www.abc.net.au/btn/classroom/refugees-and-
A Identify different points of Focus questions migrants/10524176.
view/perspectives in information and/or  Home and Away, John Marsden and Matthew Ottley
data (e.g. analyse language, identify  What are the reasons people may wish to come to (Hachette, 2016)
motives) Australia?
Link a class discussion about migration to a local context.
 Why do people want to become Australian citizens?
E Use decision-making processes  What are the rights of Australian citizens?  Provide a range of suitable texts (see Appendix A) for
(e.g. share opinions and personal  What is the difference between a refugee and an students to listen, read, and view.
perspectives, consider different points of immigrant?  Provide students with focus questions or prompts and have
view, identify issues, develop possible  What are some of the difficulties immigrants face? them keep a journal or contribute their ideas to a digital
solutions, plan for action, identify  In what ways do immigrants add to Australian life? pin-up board.
 Discuss as a class with structures, such as Socratic circles or
different options)
Extended conversations.
 Optional: students create a diary entry for an imaginary
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refugee or migrant.
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Week 8 Key concept The following learning experience has been allocated two
hours.
Knowledge and understanding Rights and responsibilities.
Who can be an Australian citizen, the Teaching points
formal rights and responsibilities, and Collect data to show the diversity of the class (or the school).
shared values of Australian citizenship The idea of a diverse population.
 Discuss the ethical conventions of conducting a survey
Humanities and Social Sciences skills Suggested assessment point
(e.g. privacy).
Students revisit their KWL or RAN charts, using another  Model how to collect the data about students’ background
colour pen to write their final observations, knowledge in a respectful and private way (if the class is small and
and questions. students may be identified, or you have concerns about
the data, invent a fictitious set of data).
(e.g. museums, media, library catalogues, Australian Citizenship  Present the data to the class and have students translate it
interviews, internet) School Curriculum and Standards Authority Humanities into a graph and/or table.
Q&R Use ethical protocols when and Social Sciences Year 6 Sample Assessment Task  Find online data about the composition of the Australian
gathering information and/or data Civics and Citizenship Australian Citizenship population.
(e.g. acknowledge the work of others, https://k10outline.scsa.wa.edu.au/home/assessment/  Compare the diversity of the class to the overall Australian
reference work appropriately, obtain assessment-activities/year6 population.
permission to use photographs and  Analyse the data and draw conclusions.
interviews)  Have students demonstrate their learning by writing a
short report explaining and comparing the diversity of the
A Translate collected information and/or class to the overall population.
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TERM 3
Weeks 1–8: History
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Week 1 Key Concepts Learning experience 1
Knowledge and understanding Sources; Evidence; Continuity and change; Cause and View Federation at Behind the News:
effect. https://www.abc.net.au/btn/classroom/federation/10528704.
Key figures (e.g. Henry Parkes,
Edmund Barton, George Reid, John Teaching points  Provide students with focus questions to guide their
Quick), ideas and events (e.g. the viewing.
Tenterfield Oration, the Corowa  Review what is ‘colony’ (Year 4).
 Repeat viewing to allow students to find information.
Conference, the referendums) that led to  Discuss the idea of ‘Federation’.
 Allocate students to groups to discuss; or discuss as a
Australia’s Federation and Constitution,  Explore the reasons for Federation. whole class.
including British and American influences  Identify knowledge and clarify misconceptions.
Focus questions
on Australia’s system of law and  Students develop questions and add them to an I wonder
government (e.g. Magna Carta,  What ideas were drawn from Britain and the USA wall for later research or discussion.
federalism, constitutional monarchy, the when writing the Constitution?
Westminster system, the Houses of  Why was Western Australia unwilling to join in with Learning experience 2
Parliament) the Federation movement? Provide students with a list of key events from 1889 to 1901.
 Why did the first referendum of 1898 fail?
Support students to work in groups to place these on a timeline
Focus questions (Behind the News) and add a brief description or explanation of the event.
and/or data from a range of appropriate  How was a trip between states different in the late Give students access to texts and computers to find this
primary sources and secondary sources 1800s? information. Once timelines are complete, discuss as a class.
(e.g. museums, media, library catalogues,  How was Australia different from what it is now?
interviews, internet)
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 Who was Henry Parkes?

 What was the outcome of the Tenterfield Oration?
collected (e.g. sequence events in
 Why did delegates from New Zealand attend the
chronological order, identify cause and
1891 Federal Convention?
 What was the outcome of the Corowa Conference?
knowledge)
 Why didn’t the idea of Federation take off?
C&R Reflect on learning, identify new  What were some of the concerns of the states?
understandings and act on findings in  When did Western Australia join the Federation?
different ways (e.g. suggest additional  Who was Edmund Barton?
questions to be investigated, propose a  What groups were left out or disadvantaged by
course of action on an issue that is Federation and the constitution?
significant to them)  Why was Western Australia unwilling to join the
Federation movement?
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Week 2 Key Concepts The following learning experience has been allocated two
hours.
Knowledge and understanding Sources; Evidence; Cause and effect; Continuity and
change. Learning experience 1
Key figures (e.g. Henry Parkes,
Edmund Barton, George Reid, John Quick), Focus questions Investigate a key figure in the Federation process, such as
ideas and events (e.g. the Tenterfield Sir Henry Parkes.
Oration, the Corowa Conference, the  Who was Sir Henry Parkes?
referendums) that led to Australia’s  What beliefs did he hold?  Use Sir Henry Parkes as a model for instruction. Students
Federation and Constitution, including  What was his role in the Federation movement? work in groups to investigate another prominent figure.
British and American influences on  How influential was he?  View and discuss an informative text, such as:
Australia’s system of law and government  What did he do to further his cause?  Sir Henry Parkes’s Tenterfield Oration, 1889
(e.g. Magna Carta, federalism, http://splash.abc.net.au/home#!/media/29412/sir-henry-
constitutional monarchy, the Westminster parkes-s-tenterfield-oration-1889
system, the Houses of Parliament) and/or
Federation
Humanities and Social Sciences skills  http://www.abc.net.au/btn/story/s3962777.htm
 Before viewing, model how to write focus questions: who,
Q&R Develop and refine a range of
where, what, why and when.
questions required to plan an inquiry
 Discuss the answers as a class after viewing and write
Q&R Locate and collect information and/or questions for further clarification or research. Add any new
data from a range of appropriate primary questions to the I wonder wall, if applicable.
sources and secondary sources (e.g.  Allocate students to expert groups to write up to five focus
museums, media, library catalogues, questions about other prominent figures, such as Edmund
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Barton, John Quick or George Reid and find the answers for
interviews, internet) them.
C&R Reflect on learning, identify new  Provide texts and/or access to computers.
understandings and act on findings in  Guide students’ research as needed.
different ways (e.g. suggest additional  Each group presents their findings to the class in an
questions to be investigated, propose a appropriate format, such as a formal or informal oral
course of action on an issue that is presentation, a biography, a diary entry or a written report.
significant to them)
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Week 3 Key Concepts Learning experience 1
Knowledge and understanding Sources; Evidence; Democracy; Continuity and change. Explore the British and American influence on Australia’s
system of law and government.
Key figures (e.g. Henry Parkes, Focus question
Edmund Barton, George Reid, John Quick),  View the video The Westminster system and borrowed
ideas and events (e.g. the Tenterfield  What ideas were drawn from Britain and the traditions
Oration, the Corowa Conference, the United States of America when writing the https://education.abc.net.au/web/splash#!/media/271781
referendums) that led to Australia’s constitution? 0/the-westminster-system-and-borrowed-traditions
Federation and Constitution, including Focus questions for sources  Students write notes during the video and use these to
British and American influences on write a brief summary of the information.
Australia’s system of law and government  What is a source?  Review knowledge about the Magna Carta with a Call out.
(e.g. Magna Carta, federalism,  Are some types of sources better than others? Is a  Discuss any parallels between Federalism and current
constitutional monarchy, the Westminster primary source more informative/more reliable events in Australia, the United States of America and
system, the Houses of Parliament) than a secondary source? Why/why not? United Kingdom, e.g. the Federal election in the United
 In what ways do sources present facts? States of America (state versus Federal issues), Australian
Experiences of Australia’s democracy and
 What are some of the difficulties with using a state border closures during the COVID pandemic (state
citizenship, including the status and rights
source as evidence of the past? safety vs Federal law), calls for Western Australia to secede,
of Aboriginal People and/or Torres Strait
Islander Peoples, migrants, women, and
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Brexit.
children Focus questions for Federation Souvenir
 What has changed since Federation?

 Have attitudes changed?
 What causes people/society/attitudes to change?
Humanities and Social Sciences skills  Why might some aspects of society not change?
Q&R Locate and collect information and/or
data from a range of appropriate primary Develop skills around sources and evidence (see focus
sources and secondary sources questions) by viewing and discussing the 1901 Federation
(e.g. museums, media, library catalogues, Souvenir (or similar contemporaneous publications) as a source
interviews, internet) of information. ‘Souvenir of the Federation of Australia’, 1901
https://collections.museumsvictoria.com.au/items/1916270.
data using a variety of methods (e.g. use Use a Graphic organiser, such as a Graffiti wall, Placemat, or
graphic organisers, paraphrase, Retrieval chart to record responses to the focus questions for
summarise) the Federation Souvenir.
A Use criteria to determine the relevancy Other questions around the chosen source may include:
of information (e.g. consider accuracy,  Who is included?
reliability, publication date, usefulness to  Who is omitted?
the question)  What does it say about Australia’s place in the world?
 What values does it reflect?
 What does it reflect about attitudes towards Aboriginal
people?
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 What has changed since Federation?
Reflect as a class by drawing conclusions about the accuracy,

relevancy and reliability of the information that was found in
the source.
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hours.
Knowledge and understanding Sources; Evidence; Continuity and change; Cause and
effect, Empathy; Perspectives. Learning experience 1
citizenship, including the status and rights Teaching points Provide a range of source materials through which students
of Aboriginal People and/or Torres Strait explore the status and rights of Aboriginal people and/or Torres
Islander Peoples, migrants, women, and  Review the idea of democracy. Strait Islander Peoples.
children  Review the ideas of ‘citizenship’ and ‘rights’.
 Consider the impact of Federation on the rights of  Provide a number of source materials to explore the focus
Humanities and Social Sciences skills Indigenous Australians and other groups. questions. A number of links to source materials are
provided in Appendix A.
Q&R Locate and collect information Focus questions  Use the focus questions and more specific questions, such
 What limitations did the laws that existed impose as:
on Aboriginal and Torres Strait Islander Peoples?  What is the purpose of this text?
 What is the message the author wants to
interviews, internet)  Has there been a change in the laws and, if so, how
communicate?
did it come about?
Q&R Record selected information and/or  What can you learn from this source?
 What have been the barriers to this group fully
data using a variety of methods (e.g. use  Is there any information missing from this source?
participating as citizens in Australian society?
graphic organisers, paraphrase,  How useful is this source as historical evidence?
 What has enabled this group to participate more
summarise)  Choose teaching strategies, such as a Call out, Graffiti wall,
fully in Australia as citizens in society?
Placemat or a Digital pin-up board to discuss and record
A Use criteria to determine the relevancy answers.
 Why might some aspects of society not change?
of information (e.g. consider accuracy,  Reflect and discuss as a class.
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 How can a law cause people to change their

reliability, publication date, usefulness to
attitudes? Why/why not?
the question)
Focus questions for sources
collected (e.g. sequence events in  What is a source?
chronological order, identify cause and  Are some types of sources better than others?
effect, make connections with prior  In what ways do sources present facts?
knowledge)  What are some of the difficulties with using a
source as evidence of the past?
view/perspectives in information and/or Suggested assessment point
motives) Collect any work from the learning experience as
formative assessment. Can students identify different
points of view/perspectives in information?
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hours.
effect; Empathy; Perspectives. Learning experience 1
citizenship, including the status and rights Teaching points Provide students with a range texts or bookmarked websites,
of Aboriginal People and/or Torres Strait and a retrieval chart to locate and record selected information
Islander Peoples, migrants, women, and  The laws, movements, events and people which about people, such as:
children affected and influenced prominent Aboriginal and  Pat Dodson
Torres Strait Islander Peoples.
 Carol Martin
Humanities and Social Sciences skills  The validity and reliability of sources.
 Ken Wyatt
Q&R Locate and collect information Focus questions  Ben Wyatt
and/or data from a range of appropriate  Neville Bonner
primary sources and secondary sources  What is/was this person’s role in parliament?  Nova Peris
(e.g. museums, media, library catalogues,  What did they do before entering parliament?  Ernie Bridge.
interviews, internet)  Was this person affected by any laws that limited
their participation in society? Direct students to find information about the laws, movements,
Q&R Record selected information and/or  What other people, laws, events or movements events and people that affected and influenced the lives of
data using a variety of methods (e.g. use influenced this person? these prominent Aboriginal and Torres Strait Islander peoples
graphic organisers, paraphrase,  What has this person achieved? (see focus questions).
summarise)
Some examples of dates for the timeline Students gather the information individually or with partners,
A Interpret information and/or data and then discuss information in larger groups or with the whole
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chronological order, identify cause and  1788 – the First Fleet arrives
effect, make connections with prior class.
 1869 – The Aborigines Protection Act establishes an
knowledge) Aborigines Protection Board (Victoria) As a class, discuss the validity and reliability of sources.
 1905 – Aborigines Act (WA) is passed Individually direct students to write a brief informative
 1938 – ‘A Day of Mourning’ protest newspaper article or other informative text, such as an
 1967 – Amendment to the constitution illustrated timeline (chronology).
 1971 – Neville Bonner is sworn in as Australia’s first
convert a table of statistics into a graph) Alternative learning experience
Aboriginal Senator
C&R Present findings, conclusions and/or  1992 – Mabo ruling
Create a timeline of the important events, laws and policies
arguments, appropriate to audience and  2000 – People’s Walk for Reconciliation
that have impacted upon Aboriginal and Torres Strait Islander
purpose, in a range of communication  2008 – The National Apology
Peoples.
tabular, graphic, maps) and using Provide a number of dates for students.
subject-specific terminology and
Students are to work in groups to match given dates to events.
concepts
They research and find a primary source to illustrate the event,
such as a photograph, a cartoon, poster or object.
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hours.
citizenship, including the status and rights Teaching points View a video as a springboard for a discussion on gender
of Aboriginal People and/or Torres Strait equality using the focus questions provided, such as:
The laws and movements that affected the
Islander Peoples, migrants, women, and  Gender Equality
children participation of women in society and under the law.
https://www.abc.net.au/btn/classroom/gender-equality/1
Focus questions 0530280
 Women in History Special
Q&R Develop and refine a range of  What limitations did the laws that existed impose https://www.abc.net.au/btn/women-in-history-special/121
questions required to plan an inquiry on women? 33104.
 Have there been changes to the laws and, if so,
Q&R Locate and collect information how did they come about? Assign individuals or groups of students to find information on
and/or data from a range of appropriate  What were the barriers to women fully one of the following topics about the participation of women in
primary sources and secondary sources participating as citizens in Australian society? society and under the law:
(e.g. museums, media, library catalogues,  What has enabled women participate more fully in  the suffragette movement in Australia, including Vida
interviews, internet) Australia as citizens in society? Goldstein
 How did these movements/people make a  when women were elected to parliaments in Australia,
Q&R Record selected information and/or including Edith Cowan
difference?
data using a variety of methods (e.g. use  limitations on married women working
graphic organisers, paraphrase,  equal pay for women
 the Sex Discrimination Act 1984.
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Develop 3–5 focus questions in groups before commencing

summarise) work.
A Use criteria to determine the relevancy As a class, discuss the validity and reliability of sources and
of information (e.g. consider accuracy, generate some criteria for the use of sources.
the question) Provide a graphic organiser to record sources.
A Interpret information and/or data Students could present their findings by sharing through a:
collected (e.g. sequence events in  ‘Did you know?’ session
chronological order, identify cause and  poster
effect, make connections with prior  class or jigsaw group discussion
knowledge)  an oral report.
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hours.
Stories of groups of people who migrated
to Australia (including one Asian country), Teaching points Introduce the topic of migration by viewing a video or read a
the reasons they migrated (e.g. push-pull suitable picture book (Appendix A). This learning experience
factors) and their contributions to society  Migration of people, including Chinese/other Asian continues into Week 8.
groups before and after the White Australia policy.
Humanities and Social Sciences skills  The relationship between migration and diversity. View a video or read a picture book as a springboard for a
 The reasons why people migrate (push-pull discussion on immigration; for example:
Q&R Develop and refine a range of Australia’s Waves of Migration
factors).
questions required to plan an inquiry https://www.abc.net.au/btn/classroom/migration-history/1091
 How particular groups of migrants have contributed
Q&R Locate and collect information to specific areas of Australian society. 0880
and/or data from a range of appropriate  Revise the idea of ‘different points of view
Make connections with the immigration experiences of
primary sources and secondary sources (perspectives)’.
students’ families.
interviews, internet) Students are to generate focus questions in order to research
Opportunity to observe and collect students’ ability to two particular groups (one Asian and one non-Asian) who
Q&R Record selected information and/or immigrated to Australia and investigate:
develop focus questions and collate data, and draw
conclusions from data.  when and why they immigrated
 why they chose Australia rather than another country
summarise)
 their contributions to Australian society.
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Students should gather data face-to-face (families, invited

A Interpret information and/or data guests) or school wide through an online platform, such as
collected (e.g. sequence events in Seesaw or SurveyMonkey.
effect, make connections with prior Students who live in communities with few or no migrants
knowledge) could correspond with another school through an approved
online platform.
Q&R Use ethical protocols when
gathering information and/or data Invite parents into the classroom or have them participate in
(e.g. acknowledge the work of others, another way (e.g. through email) to respond to students’
reference work appropriately, obtain questions.
permission to use photographs and
interviews) Students present and discuss findings with the class.
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Week 8 Key concepts Assessment: Telling their story (Appendix C)
Knowledge and understanding Sources; Evidence; Cause and effect; Perspectives. Students will choose a series of sources to illustrate the
experiences of democracy and citizenship experienced by
Experiences of Australia’s democracy and Aboriginal and Torres Strait Islander Peoples. They will write an
citizenship, including the status and rights extended response to explain what changes have been made to
of Aboriginal people and/or Torres Strait their political and legal rights, and how attitudes have changed
Islander Peoples, migrants, women and within Australian society.
children
Q&R Locate and collect information and/or

data from a range of appropriate primary
sources and secondary sources
A Use criteria to determine the relevancy

of information (e.g. consider accuracy,
the question

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knowledge)

view/perspectives in information and/or
motives)

relationships)
E Use decision-making processes

(e.g. share opinions and personal
perspectives, consider different points of
solutions, plan for action, identify
advantages and disadvantages of different
options)

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TERM 4
Weeks 1–8: Geography
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Week 1 Key concepts Provide photographs, artefacts, maps and texts about Asia as a
display in the classroom. Read or view texts about Asia.
Knowledge and understanding Place; Environment; Scale.
The location of the major countries of the Teaching points
Asia region in relation to Australia and the Model and unpack the term geographical diversity to include
geographical diversity within the region  Revise the meaning of the following terms (prior information, such as the climate, vegetation, landforms, types
learning Year 4): of settlements, population size, density, life expectancy, per
Humanities and Social Sciences skills  climate capita income, energy consumption and so on.
 natural vegetation
Q&R Identify current understandings, Discuss and define these terms and add to the word wall with
 landforms
consider possible misconceptions and activities, such as those found in the Conventions sections of
 native animals.
identify personal views on a topic the First steps reading map of development.
 Revise the location of Africa and Europe (Year 4)
(e.g. KWL chart, concept map)
and North America and South America (Year 5) on a
Q&R Record selected information and/or world map in relation to Australia, and the location
data using a variety of methods (e.g. use of their major countries. Revise the location of Africa and Europe (Year 4) North America
graphic organisers, paraphrase,  Identify Asia on a world map in relation to and South America (Year 5) and the major countries of Asia on
summarise) Australia. a world map in relation to Australia by choosing from the
following activities.
A Interpret information and/or data Focus questions
collected (e.g. sequence events in  Play Where in Google Earth is Carmen Sandiego?
 What are some of the major countries of Asia?
chronological order, identify cause and (Appendix A).
 What are some of the world’s other countries?
effect, make connections with prior  Play online geography games, such as those found at World
 Where are they in relation to Australia?
knowledge) geography games online (Asia), (Appendix A).
 What specific features help to describe where they
 Students mark up a map with countries they have visited
are located, e.g. equator, tropics?
and discuss what they know about them.
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Suggested assessment point  Each student identifies a country they would like to visit,
locate it on an outline map, compare its location to
Students annotate a blank map of the world to identify
Australia and report to the class.
continents and countries of the world. Collect as a
 Provide groups of students with two or three objects,
formative assessment.
photographs or statements of a country in Asia. Groups
identify the country or city then mark it on a map and find a
few facts to share with the class.
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Knowledge and understanding Place; Scale. Provide students with graphs, atlases, maps and access to
online maps, such as Google Earth and Google Maps to explore
The location of the major countries of the Teaching points the countries of Asia using the focus questions to guide the
Asia region in relation to Australia and learning.
the geographical diversity within the  Identify the major countries in Asia.
region  Discuss the idea of ‘geographical diversity’. Explicitly revise/teach cartographic conventions as required.
 Emphasise the cartographic conventions that are
Differences in the economic appropriate (including border, scale, legend, title Learning experience 2
characteristics (e.g. per capita income, and north point) on the large-scale class map.
energy consumption), demographic Students write clues to play ‘Guess Which Country.’ Students
 Discuss spatial patterns: climate, vegetation,
characteristics (e.g. population size, choose (or are allocated) a country from the Asia region and
landforms, population size and density, health, life
density) and social characteristics (e.g. life write a number of clues for others to guess which country they
expectancy, per capita income, energy
expectancy, education) of a selection of have. The starting clue should be the location in relation to
consumption, water supply, education and
countries across the world Australia, e.g. I am an island country directly north of Eastern
happiness.
Australia.
Humanities and Social Sciences skills Focus questions
Direct students to include information about spatial patterns in
A Interpret information and/or data  What are some of the major countries of Asia? their clues.
collected (e.g. sequence events in  What are some of the world’s other countries?
chronological order, identify cause and Share with the class and discuss.
 Where are they in relation to Australia?
effect, make connections with prior  What specific features help to describe where they
knowledge) are located, e.g. equator, tropics?
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relationships)
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hours.
Knowledge and understanding Place; Scale.
The location of the major countries of the Teaching points
Asia region in relation to Australia and the As a class, in small groups or individually, explore maps, graphs
geographical diversity within the region  Identify the major countries in Asia. and/or tables to find information on a number of countries
 Discuss the idea of ‘geographical diversity’. from across the world (including Asia).
Differences in the economic  Emphasise the cartographic conventions that are
characteristics (e.g. per capita income, appropriate (including border, scale, legend, title Teachers can make this directed or open-ended as needed to
energy consumption), demographic and north point) on the large-scale class map. suit the needs of their students.
characteristics (e.g. population size,  Discuss spatial patterns: climate, vegetation,
density) and social characteristics (e.g. life  On a map, review and identify a number of countries from
landforms, population size and density, health, life
expectancy, education) of a selection of across the world, including the Asia region.
expectancy, per capita income, energy
countries across the world  Provide a graphic organiser, such as retrieval chart, or large
consumption, water supply, education and
pieces of paper to record information about a number of
happiness.
Humanities and Social Sciences skills countries.
Focus questions  Provide a number of maps, graphs and/or tables that give
information on the spatial patterns listed in the teaching
and/or data from a range of appropriate  Are there identifiable spatial patterns based on points (Appendix A).
primary sources and secondary sources individual characteristics, such as population,  Direct the students to find information from the sources
(e.g. museums, media, library catalogues, health, education, wealth, happiness? provided. There are a number of ways to do this activity –
interviews, internet)  What and where are the countries that have more individuals or groups could be responsible for a country
people? higher population density; higher per and a number of spatial factors, or they could look at a
capita income; scarce rainfall; greater/few natural
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resources; more/sparse natural vegetation, the spatial pattern, such as rainfall across a number of
collected (e.g. sequence events in highest /lowest/most variable temperatures; more countries.
chronological order, identify cause and energy consumption, greater life expectancy;  Use the focus questions provided to lead a class discussion.
effect, make connections with prior higher education levels etc.?  Optional: develop a concept map, complete a
knowledge)
 Is there a reason for, or pattern to, the location of triple Venn diagram comparing and contrasting three of the
A Translate collected information and/or countries with the same levels of rainfall? (and countries or a produce a written report.
data to a variety of different formats other factors, see above).
(e.g. create a timeline, draw maps,  Does there seem to be a relationship between
convert a table of statistics into a graph) certain factors, e.g. rainfall and natural vegetation;
population density and education levels; water
E Draw and justify conclusions, and give resources and temperature; natural resources and
explanations, based on the information per capita income; human activities and natural
and/or data in texts, tables, graphs and resources?
maps (e.g. identify patterns, infer  Were the sources you used relevant and reliable?
relationships) How do you know?
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Week 4 Key concepts The following learning experience has been allocated five hours
and will continue into Week 6.
Knowledge and understanding Place; Environment; Sustainability; Interconnection.
Differences in the economic Teaching points
characteristics (e.g. per capita income, Students work in pairs or small groups to create a double page
energy consumption), demographic  The meaning of: spread that would suit being part of a multi-modal hybrid text.
characteristics (e.g. population size,  economic characteristics
density) and social characteristics (e.g. life  demographic characteristics The text will compare and contrast the lives of three children
expectancy, education) of a selection of  social characteristics of a country. from a range of regions (including one from an indigenous
countries across the world  How places have different human characteristics. family – see curriculum content). Students should also include
 How the place where you live can influence information about how these families may have similarities or
The world’s cultural diversity, including wellbeing and opportunities. differences to familiar types of Australian families.
that of its indigenous peoples who live in
different regions in the world, such as the Pre-teaching or ongoing teaching Students should use information and data from a range of
Maori of Aotearoa (New Zealand), and forms, such as graphs, images tables, narrative, informative
 Develop the criteria for the response, the form it written and spoken texts.
the Orang Asli of Malaysia and Indonesia
will take and what is to be included, such as
Humanities and Social Sciences skills references to indicators like income, education,  Read a hybrid text to the students as a model for their work
leisure, food, and health. (Appendix A). It should include elements, such as a written
C&R Locate and collect information  Develop criteria to determine the relevance of component in the form of informative/explanatory or
and/or data from a range of appropriate information. persuasive writing; images, tables and/or graphs, maps and
primary sources and secondary sources  Build a word wall to clarify terms and concepts. infographics. Negotiate inclusions with the students after
(e.g. museums, media, library catalogues,  Explicitly teach any skills required to translate data reading and viewing a sample text.
 As a class, explore the following sites and resources as a
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and information. source of information, and discuss the relevancy and

 Provide a recording sheet for students to reliability of sources:
Q&R Use ethical protocols when acknowledge source materials.  Refugees and migrants
gathering information and/or data https://www.abc.net.au/btn/classroom/refugees-and-
Suggested assessment point migrants/10524176
(e.g. acknowledge the work of others,
reference work appropriately, obtain Negotiate success criteria with students before  Kids in other countries
permission to use photographs and commencing work to use for self- and peer-assessment. https://kidsinothercountries.org/
interviews)  The Gapminder site
Develop a checklist or keep anecdotal information in https://www.gapminder.org/
A Interpret information and/or data regard to students’ data interpretation by asking  Dollar Street
collected (e.g. sequence events in students key questions as they work. http://www.gapminder.org/dollar-street
chronological order, identify cause and  Worldmapper
effect, make connections with prior Have students provide a written or oral reflection of
http://www.worldmapper.org/
knowledge) their learning to date.
 The World Happiness Index
https://worldhappiness.report/ed/2020/#read
 Junior atlases with maps, graphics, tables.
 Allow the students about three hours to complete their
work (five hours has been allocated to this task to allow for
explicit teaching of skills).
E Draw and justify conclusions, and give  Students share their information with the class in a Gallery
explanations, based on the information walk or as a presentation.
and/or data in texts, tables, graphs and  Discuss as a class the similarities and differences between
maps (e.g. identify patterns, infer the families researched.
relationships)  If time allows, students write a reflection of their learning.
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collected from source material
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Week 5 Key concepts Continue learning from Week 4.
Knowledge and understanding Place; Interconnection.
The world’s cultural diversity, including Teaching points

that of its indigenous peoples who live in
different regions in the world, such as the  The meaning of:
Maori of Aotearoa (New Zealand), and  economic characteristics
the Orang Asli of Malaysia and Indonesia  demographic characteristics
 social characteristics of a country.
Differences in the economic  How places have different human characteristics.
characteristics (e.g. per capita income,  How can affect the well-being of its residents,
energy consumption), demographic e.g. the availability of food and health services.
characteristics (e.g. population size,  How where you live can affect your opportunities in
density) and social characteristics (e.g. life life, e.g. education, employment.
expectancy, education) of a selection of
countries across the world
See Week 4
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Week 6 Key concepts Finish off the task from Week 5. As a class, discuss the
similarities and differences between the families by students
Knowledge and understanding Place; Interconnection; Environment; Sustainability and making presentations to the class and taking questions, or a
change. Gallery walk and informal presentation.
Australia's connections with countries
(e.g. trade, migration, tourism, aid, Focus questions Optional: students provide a written or oral reflection of their
education, defence, sport) and how these learning to date.
connections change people and places  How do interconnections between countries
change people and places? Learning experience 1
Humanities and Social Sciences skills  What are the ways in which places and people are
interconnected with other places? Explore the connections Australia has with other countries by
Q&R Record selected information and/or students bringing in a small number of items (or teacher
data using a variety of methods (e.g. use Focus Questions for case study providing photos) made in, or from other countries, e.g. holiday
graphic organisers, paraphrase, photos, packets of food, clothing, toys and music.
summarise)  What trading connections do we have with Asian
countries? Generate an equivalent question for  Allocate students to small groups and mark up a blank
A Interpret information and/or data each category (e.g. migration, tourism, aid, world map that uses arrows to show connections between
collected (e.g. sequence events in education, defence, sport). other countries and Australia.
chronological order, identify cause and  Why is it important?  Guide them to brainstorm other connections Australia has
effect, make connections with prior  What could affect this connection? with other countries (e.g. cricket teams going to England,
knowledge)  How has this connection changed the countries holidays in Bali, technology from China, movies from the
involved? USA) and mark with arrows on their maps.
data to a variety of different formats  As a class, collate and discuss the information.
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Week 7 Key concepts The following learning experience has been allocated four
hours and will continue into Week 8.
Knowledge and understanding Place; Interconnection; Environment; Sustainability
and change. Learning experience 1
(e.g. trade, migration, tourism, aid, Focus questions Engage in a research project in order to create an infographic
education, defence, sport) and how these to show the connections between Australia and one of our
connections change people and places  What trading connections do we have with this Asian neighbours.
country? Generate an equivalent question for
The location of the major countries of the each category. Teachers may decide to focus on another country to suit their
Asia region in relation to Australia and the  When did this connection start? context or take advantage of current events.
geographical diversity within the region  Why is it important? Small groups will be responsible for different aspects of the
 What could affect this connection? study and each group will present their findings in the form of
 How has the connection changed each country? infographics.
Q&R Develop and refine a range of  How do interconnections between countries
questions required to plan an inquiry change people and places?  Review and revise the names and locations of a number of
 What are the ways in which places and people are Asian countries with a Call out. Brainstorm a list of ways we
Q&R Locate and collect information and/or interconnected with other places? are connected with some of these countries.
data from a range of appropriate primary  Explain the students they will be developing an infographic
sources and secondary sources Support notes and presentation for the class to show how Australia is
(e.g. museums, media, library catalogues, connected to a country in Asia.
Guide students in developing success criteria for the
infographic. For example, it must include: Decide on a country that is interconnected with Australia in
Q&R Record selected information and/or many ways, e.g. Japan, Indonesia, India, China.
Western Australian
curriculum content
data using a variety of methods (e.g. use  a map  Negotiate the success criteria (see support notes in
graphic organisers, paraphrase,  a graph or table Teaching and learning intentions).
summarise)  accurate and reliable information to answer all  Guide the students to develop a number of focus questions
the focus questions (with sources identified). that will assist them to engage in a research project to find
Q&R Use ethical protocols when gathering
out more about the connections with this country or use
information and/or data (e.g. acknowledge
the questions provided.
the work of others, reference work
 Provide students with a graphic organiser to record their
appropriately, obtain permission to use
sources.
photographs and interviews)
 Allocate students time to find specific information on
A Interpret information and/or data Australia’s connections with the country being researched (or
collected (e.g. sequence events in allow groups to choose), e.g. Group A – trade connections,
chronological order, identify cause and Group B – migration links, Group C – sporting connections.
effect, make connections with prior  Each group is responsible for preparing an infographic for
knowledge) their specific topic, e.g. the trade connections between
India and Australia.
A Translate collected information and/or  Each group constructs a line, pie or other graph on one
data to a variety of different formats aspect of their case study, e.g. a table showing the growth
(e.g. create a timeline, draw maps, convert of tourism or a timeline showing immigration. This will be
a table of statistics into a graph) included as part of the infographic.
 Each group to include a map.
Western Australian
curriculum content
Western Australian
curriculum content
Knowledge and understanding Place; Interconnection; Environment; Sustainability and  Groups present their infographic to the class with a short
change. oral presentation to explain the information and give any
further information, or take questions.
(e.g. trade, migration, tourism, aid, Focus questions
 Use the success criteria for self- and peer-assessment.
education, defence, sport) and how these
 How do interconnections between countries  Plenary: discuss the interconnections which students have
connections change people and places
change people and places? identified.
Humanities and Social Sciences skills  What are the ways in which places and people are  Engage in a whole class case study to find the connections
interconnected with other places? between Australia and our Asian neighbours.
See Week 7
Characteristics of Australia
School Curriculum and Standards Authority Humanities

and Social Sciences Year 6 Sample Assessment Task
Geography Characteristics of Australia and Asia
https://k10outline.scsa.wa.edu.au/home/assessment/a
ssessment-activities/year6
APPENDIX A:
RESOURCES
Draft | Humanities and Social Sciences | Year 6 | Teaching and Learning Exemplar | Appendix A 81
Resources
Economics and Business
Week Resource Link/information
1 The changing https://www.slideshare.net/Smithshawnb/the-changing-face-of-

face of retail: retail-in-australia
Slide share
1 Department https://www.abc.net.au/lateline/department-stores-of-the-future/
stores of the 4701908
future
2 Taking a virtual https://www.abc.net.au/btn/newsbreak/btn-newsbreak-

holiday 20200515/12254018
2 What does soda https://www.youtube.com/watch?v=Xiue6d27MKs

do to your body?
2 Beware the https://www.youtube.com/watch?v=0WjbRXbC1KE

crinkly bag
3 Various news https://www.abc.net.au/btn/classroom

articles at BTN
Palm oil ban
https://www.abc.net.au/btn/classroom/palm-oil-ban/10857510
Electric car future

https://www.abc.net.au/btn/classroom/electric-car-future/1097080
8
Influencer ads
https://www.abc.net.au/btn/classroom/influencer-ads/10448634
4 The Lorax By Dr Seuss – widely available.
4 Growers’ The Freo Farmers Market website

markets https://www.freofarmersmarket.com.au/
https://www.afr.com/life-and-luxury/arts-and-culture/farmers-
markets-make-most-of-city-foodies-20160304-gnab92
https://www.watoday.com.au/national/western-australia/the-rise-
of-farmers-markets-in-wa-20140513-zrbfv.html
Week Resource Link/information
5–6 Various articles https://www.abc.net.au/btn/classroom/

at BTN
https://www.abc.net.au/btn/newsbreak/student-climate-strikes/
11077248
https://www.abc.net.au/btn/classroom/gas-dispute/10534894
https://www.abc.net.au/btn/classroom/virtual-farmers/10911104
Trade-offs and impacts of economic decisions – Chris Stone (E and B Education, 2017)
Year 6: Economics and business – Tamara Boyer (Ready-Ed Publications, 2015)
Money Smart (ASIC)
Shopping ethically for sustainability and the environment’

https://www.choice.com.au/home-and-living/household/everyday-items/articles/shopping-ethically-
for-sustainability-and-the-environment
Water Footprint Network’s data to explore the ‘water footprint’ of selected food products
http://waterfootprint.org/en/water-footprint/product-water-footprint/water-footprint-crop-and-
animal-products/
Civics and Citizenship
Week Topic/Resource Link
1 The RAN strategy The Reading and Analysing Non-Fiction (RAN) strategy is an
adaption of the popular KWL strategy by Tony Stead. (Tony Stead
(2006) Reality checks: Teaching reading comprehension with
non-fiction, K–5.) Source
http://e4ac.edu.au/units/year-4/sequence01.html
Chart
http://e4ac.edu.au/units/year-4/pop-s1-02.html
1–3 The Westminster https://peo.gov.au/understand-our-parliament/how-parliament-

system works/the-australian-constitution/the-constitution/
https://education.abc.net.au/home#!/media/2717810/the-
westminster-system-and-borrowed-traditions
https://peo.gov.au/understand-our-parliament/introducing-our-
parliament/australian-parliament/
https://peo.gov.au/sub-site/three-levels-of-government-game/
index.html
https://peo.gov.au/understand-our-parliament/how-parliament-
works/three-levels-of-government/the-roles-and-responsibilities-
of-the-three-levels-of-government/
https://education.abc.net.au/home#!/media/2405829/levels-of-
government
works/three-levels-of-government/
https://education.abc.net.au/home#!/media/29457/passing-a-bill-
in-parliament
https://peo.gov.au/teach-our-parliament/classroom-activities/
parliamentary-processes-and-practices/make-a-law-house-of-
representatives/
https://www.youtube.com/watch?v=NhYpkVclXbA
works/bills-and-laws/making-a-law-in-the-australian-parliament/
Triorama – the three levels of government
Week Topic/Resource Link
https://www.youtube.com/watch?v=GjIjeCStCy0)
4 School Curriculum Making a Law

and Standards School Curriculum and Standards Authority Humanities and Social
Authority: Year 6 Sciences Year 6 Sample Assessment Task Civics and Citizenship
sample Making a Law
assessment task https://k10outline.scsa.wa.edu.au/home/assessment/assessment-
activities/year6
5–6 Citizenship https://www.homeaffairs.gov.au/Trav/Citi
https://immi.homeaffairs.gov.au/citizenship/test-and-interview/
listen-to-podcast
https://info.australia.gov.au/information-and-services/
immigration-and-visas
7 Refugees and https://www.abc.net.au/btn/classroom/refugees-and-migrants/

migrants 10524176
7 Suggested books https://www.abc.net.au/news/2020-03-28/kids-children-books-

at The ABC diverse-stories-what-to-read/12003236
The Book Show
Marsden, John and Matthew Ottley, Home and Away (Hachette,
2016)
8 Statista – data https://www.statista.com/statistics/260502/ethnic-groups-in-

about population australia/
8 Suggested Australian Citizenship

assessment School Curriculum and Standards Authority Humanities and Social
School Curriculum Sciences Year 6 Sample Assessment Task Civics and Citizenship
and Standards Australian Citizenship
Authority https://k10outline.scsa.wa.edu.au/home/assessment/assessment-
activities/year6
The discovering democracy units – the electronic version of the discovering democracy units books
which were part of the Discovering Democracy Kits distributed to all primary and secondary schools
in 1998 https://www1.curriculum.edu.au/ddunits/units/units.htm.
Parliamentary education office
Series of lessons on exploring the key institutions of Australia’s democratic system of government,
the roles and responsibilities of the three levels of government and how federal laws are passed
through Parliament
http://www.peo.gov.au/teaching/units-of-work/year-6.html
Fact sheet 1 Separation of Powers: Parliament, Executive and Judiciary
http://www.peo.gov.au/learning/fact-sheets/separation-of-powers.html
Fact sheet 2 Australian Constitution

http://www.peo.gov.au/learning/fact-sheets/australian-constitution.html
Fact sheet 3 Governing Australia: three levels of law making

http://www.peo.gov.au/learning/closer-look/governing-australia.html
https://www.aec.gov.au/
History
Week Topic/resource Link
1–2 Federation BTN – Australia’s Federation at

https://www.abc.net.au/btn/classroom/federation/10528704
Federation resources from the Australian Electoral Commission

https://education.aec.gov.au/teacher-resources/federation/
Museum of Australian Democracy (timeline is useful in terms of

events and sources) at: http://www.foundingdocs.gov.au/
ABC – Splash – Henry Parkes oration (with teacher notes) at:

http://splash.abc.net.au/home#!/media/29412/sir-henry-parkes-s-
tenterfield-oration-1889
http://www.abc.net.au/btn/story/s3962777.htm
https://trove.nla.gov.au/
https://www.constitutionalcentre.wa.gov.au
4PEO – Closer Look – Federation at:

http://www.peo.gov.au/learning/closer-look/federation-cl.html
“Souvenir of the Federation of Australia” 1901

https://collections.museumsvictoria.com.au/items/1916270
Collections Museums Victoria

https://collections.museumsvictoria.com.au/
The Westminster System, video at

https://education.abc.net.au/web/splash#!/media/2717810/the-
westminster-system-and-borrowed-traditions
Arrange an excursion or incursion: Constitutional Centre of Western

Australia (Year 6 options are: Magna Carta; Federation).
Note: regional and remote schools can access the Loan Box
Program – Federation
https://www.constitutionalcentre.wa.gov.au/ForSchools/Pages/Loan
BoxProgram.aspx
3 British and https://www1.curriculum.edu.au/ddunits/guide/

American g2c_const_making.htm
Influence
Federation http://www.abc.net.au/btn/story/s3962777.htm
https://collections.museumsvictoria.com.au/items/1916270
4 History Resources for source analysis

https://nla.gov.au/nla.obj-55568035/view?sectionId=nla.obj-
307313494&partId=nla.obj-55569864#page/n1/mode/1up
Pamphlet from The Aboriginal-Australian Fellowship formed 1957

http://museum.wa.gov.au/referendum-1967/towards-equal-
citizenship
https://www.creativespirits.info/aboriginalculture/history/
australian-1967-referendum
https://www.moadoph.gov.au/blog/the-apology-10-years-on/
https://www.aboriginalheritage.org/museum/
5 Aboriginal Creative Spirits – Get Aboriginal Culture without Agenda (has many
Culture and useful links) at: https://www.creativespirits.info/
voting rights
AEC – Aboriginal and/or Torres Strait Islander Peoples ‘History of the
Indigenous Vote’ (includes audio) at:
https://www.aec.gov.au/indigenous/milestones.htm
Indigenous Australia Timeline 1901–1969 at:

http://australianmuseum.net.au/indigenous-australia-timeline-
1901-to-1969
https://www.dlgsc.wa.gov.au/aboriginal-history
6 Women’s rights https://www.abc.net.au/news/2012-03-08/timeline3a-the-

women27s-movement/3873294?nw=0
https://timeline.awava.org.au/
https://digital-classroom.nma.gov.au/
https://www.abc.net.au/btn/classroom/gender-equality/10530280
https://www.abc.net.au/btn/women-in-history-special/12133104
7 Immigration https://www.abc.net.au/news/2020-03-28/kids-children-books-
diverse-stories-what-to-read/12003236
https://www.abc.net.au/btn/classroom/
Various clips can be found at Behind the News (ABC), such as :

Refugees and Migrants at:
http://www.abc.net.au/btn/story/s4526308.htm
24 Million Australians at:

https://www.abc.net.au/btn/classroom/24-million-australians/1052
5272
Australian Electoral Commission
A resource for immigration and citizenship information at: https://www.aec.gov.au/
Department of Home affairs
A resource for immigration and citizenship information at: https://www.homeaffairs.gov.au/Trav/Citi
https://immi.homeaffairs.gov.au/citizenship/test-and-interview/listen-to-podcast
https://info.australia.gov.au/information-and-services/immigration-and-visas
The ABC – Behind the News

https://www.abc.net.au/btn/classroom/
Net Brennan. Australian Federation: One People, One Destiny. Newtown, NSW: Walker Books
Australia, 2014, 48pp. (Non-fiction) Ages 8+
Nadia Wheatley and Ken Searle. Australians All. A History of growing up from the ice age to the
apology.
Anthony Lynch. Australia 1880 to 1950. History Keypoints. Talldoor Publications. Western Australia.
2012
Robert Darlington, Vicki Greer, John Hospodaryk. History zone 2 Stage 5. Australia Since 1901.
Heinemann. Harcourt Education. Victoria. 2004
KJ Mason. Experience of Nationhood. Nelson CENGAGE Learning. Australia 2014
Geography
1 Asia/maps https://world-geography-games.com/asia.html
Where on https://earth.google.com/web/@17.90693717,-12.41937117,-
Google Earth is 34606.6327455a,57359668.97d,35y,0.00004064h,18.19296234t,0r/
Carmen data=CjwSOhIgYmU3N2ZmYzU0MTc1MTFlOGFlOGZkMzdkYTU5Mm
Sandiego E0MmEiFnNwbC14LXgteC1zcGxhc2hzY3JlZW4
2–5 Differences in Worldmapper

economic, https://worldmapper.org/
demographic
and social The World Happiness Index
characteristics https://worldhappiness.report/ed/2020/#read
Gap Minder
http://www.gapminder.org/
Dollar Street
https://www.gapminder.org/dollar-street
Kids in Other Countries

https://kidsinothercountries.org/
7–8 Australia’s https://www.oneworldcentre.org.au/resources-for-teachers/

connections with teaching-activities/
Asian countries
8 School Characteristics of Australia

Curriculum and School Curriculum and Standards Authority Humanities and Social
Standards Sciences Year 6 Sample Assessment Task Geography
Authority Characteristics of Australia and Asia
https://k10outline.scsa.wa.edu.au/home/assessment/assessment-
activities/year6
Other resources
Tales From a Suitcase – documentary series, various episodes which relate to European migration
post WWII at: https://www.screenaustralia.gov.au/the-screen-guide/t/tales-from-a-suitcase-series/
10296
Online Library. Hybrid Text: An Engaging Genre to Teach Content Area Material Across the
Curriculum
https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/trtr.1560
A guide to concept maps:

https://www.educatorstechnology.com/2018/01/9-great-concept-mapping-tools-for.html
Literature
Elephants have wings. Written by Susanne Gervay. Illustrated by Anna Pignataro. Ford Street
Publishing Pty, Limited, 2014
Going to School in India. Heydlauff, L. 2004. Viking, India
If the World Were a Village. A Book about the World’s People. Written by David J. Smith. Illustrated
by Shelagh Armstrong. Allen & Unwin. Australia. Third Edition. 2014
APPENDIX B:
ASSESSMENT
EXEMPLAR 1
The cost of plastic
Achievement Standard
Note: areas assessed through sample assessment task are indicated in bold.
and/or data, sequence information about events, identify different perspectives, and describe cause
and effect. They use a variety of appropriate formats to translate collected information and draw
conclusions from evidence in information and/or data. Students engage in a range of processes
when making decisions in drawing conclusions. They consider audience and purpose when selecting
appropriate communication forms. Students develop a variety of texts that incorporate source
materials, using some subject-specific terminology and concepts. They reflect on findings to refine
their learning.
Students explain the significance of an individual, group or event on the Federation of Australia, and
identify ideas and/or influences of other systems on the development of Australia as a nation. They
describe continuity and change in relation to Australia’s democracy and citizenship. Students
Draft | Humanities and Social Sciences | Year 6 | Teaching and Learning Exemplar | Appendix B 94
Assessment task – Economics and Business
Title of task
The cost of plastic
Task details
Description of task Students develop a questionnaire to survey people in order to

determine whether consumers consider the impact on the environment,
when making choices about using and buying products made of plastic
or packaged in plastic. Students will then record and analyse the survey
results, and respond to an in-class written question.
Type of assessment Summative
Purpose of assessment To assess students’ understanding of key Economic and Business

concepts and the application of Humanities and Social Sciences skills and
how they apply to the impact that consumers purchasing decisions may
have on a family, the broader community and the environment
Evidence to be collected Questionnaire/survey

Written response
Annotations, observations and checklists
Suggested time 6 x 1 hour lessons
Content description
Content from the Western Australian curriculum
Knowledge and understanding
The impact consumer purchasing decisions can have on a family, the broader community
(e.g. purchasing from the local growers’ markets or a supermarket chain) and the environment
(e.g. pollution, waste)
Q&R Develop and refine a range of questions required to plan an inquiry
Q&R Record selected information and/or data using a variety of methods (e.g. use graphic
organisers, paraphrase, summarise)
A Translate collected information and/or data to a variety of different formats (e.g. create a timeline,
draw maps, convert a table of statistics into a graph)
E Draw and justify conclusions, and give explanations, based on the information and/or data in texts,
tables, graphs and maps (e.g. identify patterns, infer relationships)
C&R Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a
range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using
Key concepts
Making choices
Task preparation
Prior learning
Students should be familiar with:

 the concept of scarcity and making choices
 how to develop a range of questions appropriate for a survey
 how to construct and analyse data in graphs and/or charts.
Assessment task
Assessment conditions
In class, as part of the teaching, learning and assessment program.

Written response – complete in class under test conditions (one hour).
Differentiation
Teachers should differentiate their teaching and assessment to meet the specific learning needs of
their students, based on their level of readiness to learn and their need to be challenged. Where
appropriate, teachers may either scaffold or extend the scope of the assessment tasks.
Resources
 Plastic packaging at Behind the News.

https://www.abc.net.au/btn/classroom/plastic-packaging/10525094
 War on waste: Do we really use 10 million straws a day? We don’t know, but it’s time to count
https://www.abc.net.au/news/science/2018-08-05/plastic-straws-how-many-do-we-really-use-
war-on-waste/10042990
 'see-ya' to single-use plastic straws.’ https://operationstraw.org/
 Home internet survey: what’s it used for?
http://education.abc.net.au/home#!/media/1499539/home-internet-survey-what-s-it-used-for-
 Examples of survey questions
https://www.surveymonkey.com/mp/survey-question-types/
 ABC Education Year 6 Mathematics Leisure survey
http://education.abc.net.au/home#!/media/1389719/leisure-survey
Prior learning
Prior to the commencement of the final task, use the following questions as part of the teaching and
learning program to develop students’ conceptual understanding.
These questions have been included in the exemplar for Economics and Business, but the teacher
should determine if students need more exposure to, and practice with these concepts and skills.
Influences on consumer choices and factors that influence purchase decisions.
 What factors might we consider when considering purchasing an item?

 Do these factors change depending on the items we are considering purchasing?
 Which factors are most important to consider before making a purchase, and why?
Strategies for making informed consumer and financial decisions (comparing costs and benefits).
 How important is the convenience of an item before you decide to purchase?

 How important are the benefits of an item as a deciding factor?
 How can purchase decisions impact on the environment (e.g. destruction of habitat, building of
more infrastructure, pollution, water use, buildings)?
 If the item purchased could cause harm to the environment, would you still purchase it?
 When does the cost to the environment become more important than the benefit you get when
you are considering purchasing an item?
Students should also be familiar with how to collect and analyse data from primary sources.
Teachers should have modelled processes to assist student with developing skills, including how to:
 develop relevant questions
 collect relevant information
 analyse the data
 reconstruct the data in other formats (e.g. visual representations)
 draw and justify conclusions
 propose solutions.
Instructions for teacher
Prior to this task, teach the Economics and Business key concepts that are outlined in the Year 6
exemplar for Economics and Business. This task has been timetabled to commence in Week 6 and
requires approximately six hours to complete. Based on the teacher’s professional judgement, this
task can be completed as a summative assessment.
Focus questions
Influences on consumer choices and factors that influence purchase decisions.

 What factors might we consider when purchasing an item?
 Do these factors change depending on the items we are considering purchasing?
 Which factors are most important to consider before making a purchase, and why?
Strategies for making informed consumer and financial decisions (comparing costs and benefits).
 How important is the convenience of an item before you decide to purchase?
 How important are the benefits of an item as a deciding factor?
 How can purchase decisions impact on the environment (e.g. destruction of habitat, building of
more infrastructure, pollution, water use, buildings)?
 If the item purchased could cause harm to the environment, would you still purchase it?
 When does the cost to the environment become more important than the benefit you gain when
you are considering purchasing an item?
Lesson 1: Setting up the task
View a documentary or read a feature article on the use of plastic and its effects on the environment;
for example:
 Plastic Packaging at Behind the News
https://www.abc.net.au/btn/classroom/plastic-packaging/10525094
 War on waste: Do we really use 10 million straws a day? We don’t know, but it’s time to count
https://www.abc.net.au/news/science/2018-08-05/plastic-straws-how-many-do-we-really-use-
war-on-waste/10042990
 'see-ya' to single-use plastic straws
https://operationstraw.org/
Brainstorm or discuss how students use plastic in their homes and at school, e.g. straws, bags, toys,
packaging, containers.
Brainstorm or discuss the effects that plastic is having on the environment.
Lesson 2: Optional – constructing the questionnaire
Optional: if students need more time to learn about developing surveys, use the web link below to
see examples of questions.
 Maths is Fun – Survey questions

https://www.mathsisfun.com/data/survey-questionnaire.html
 SurveyMonkey – Types of survey questions
https://www.surveymonkey.com/mp/survey-question-types/
Lesson 3: Setting up the task, developing criteria and questions
Explain to students that they are going to develop a questionnaire, which they will use to survey at
least 10 people about their use of, and attitudes towards, plastic products and packaging.
Using the information and data collected, students develop tables, graphs and/or charts to show
their results. After recording and analysing the survey results, students will complete an in-class
writing activity discussing what they found.
Explain the purpose of the survey, but do not provide a series of questions, as the students’ ability to
develop questions is part of the assessment.
Students identify the purpose of the survey. For example, to:

 determine people’s usage of plastic products and packaging
 determine people’s opinions about the use of plastic products and packaging
 understand people’s knowledge about the impact of plastic on the environment
 evaluate if people consider the environment when making decisions about what plastic products
and plastic package products they buy/use
 determine people’s opinions about the convenience of the plastic versus protecting the
environment
 determine if people recycle plastic or take other steps to mitigate the environmental impact of
their plastic consumption on the environment
 uncover any other factors that influence people when deciding which plastic products and plastic
packaged products to buy.
Negotiate success criteria with the students before they create the survey, e.g. each survey must
have:
 a clear focus
 carefully constructed questions to gather the required information
 five (5) questions
 at least (10) people respond
 include a range of age groups
 at least one table and one graph to show important information.
The success criteria should be in student-friendly language and make the learning visible.
Teachers may find it useful to have students work in groups, or even as a whole class, to brainstorm a
range of questions for the questionnaire. This would be beneficial in supporting students who may
not be able to complete the survey component of this task on their own, out-of-class.
Note: students should work individually to select and refine the five (5) questions to be included in
their questionnaire. Each student’s questions are to be collected as part of the assessment.
Lessons 4 and 5: Recording and analysing survey results
Discuss with students how they are going to record their survey results. Have students develop a
recording table to avoid having to photocopy multiple copies of the questionnaire (see example
provided).
Once students have completed the survey and recorded the results into a table, or a series of tables,
they work on their own to construct graphs, and/or charts to show the data. Collect students’
summaries of results, graphs and charts for assessment.
While the survey data is being collected and analysed, model or explain processes to assist students
with developing skills where necessary, including how to:
 analyse the data
 extract the relevant information
 identify patterns and trends
 draw conclusions, make inferences or propose explanations.
Information about analysing data can be found at:

 ABC Education Year 6 Mathematics leisure survey
http://education.abc.net.au/home#!/media/1389719/leisure-survey.
In-class written response
Students write a response to the statement: Consumers consider the impact on the environment
when making choices about buying products made of plastic or packaged in plastic.
This question is to be answered in class independently. Allow approximately one hour.
Students are to refer to their survey results, use subject-specific terminology and include evidence
from the survey findings as part of their written response. The written response is to be collected for
assessment.
Teachers may decide to collate data from a common question to present to the students as a wider
sample and common point of assessment. For example, teachers may notice that many students
have chosen a question similar to question 4 below. Teachers may then construct a bar graph or a
table for all students to incorporate into their written response. Alternatively, students may combine
data with another student’s but continue on to develop the rest of the assessment individually.
Examples of how students can record their survey results
Person 1 Person 2
Age: Age:
Question 1
Do you consider the impact of pollution
when you buy products made of plastic?
Question 2 All All
How many plastic products do you Most Most
recycle on average in a week?
Some Some
Few Few
none none
Question 3
Do you use single use plastic bags or
reusable bags when shopping?
Question 4
Would you consider paying more for
products in a recyclable container or
wrapping?
Question 5
Would you reconsider recycling if there
was a refund on the container or
product?
Example – Tally of raw data
Recycling of plastic Number of people
All 1
Most 2
Some 5
A Few 1
None 1
Mode some
TOTAL 10
Example – Graph of data as percentages
Do you consider the impact of pollution when

you buy products made of plastic?
60
55
50
45
40
35
Number of people
30
25
20
15
10
5
0
Yes No Sometimes
Responses to question
Under 18 (%) Over 18 (%)
Instructions for students
Year 6 Economics and Business | Making choices
Background information:
‘Every piece of plastic created still exists somewhere, and more than eight million tons of the stuff
makes its way to the ocean every year.
Plastic pollution is an overwhelming issue, and it can be hard to know where to begin when it
comes to taking action.’
Task overview
This task contains three (3) parts:

 the construction of the questionnaire and conducting the survey
 recording and analysing the results
 written response.
1. Questionnaire and survey

Develop five (5) questions with the aim of finding out whether consumers consider the impact
on the environment when purchasing plastic products and products packaged in plastic.
 Set up your questions in a questionnaire design format (i.e. questions can be open or closed,
optional, multiple-choice or written). More information regarding designing a questionnaire can
be found at: https://www.surveymonkey.com/mp/survey-question-types/.
 Use the questionnaire to survey at least ten (10) people.
 Use people of varying ages (i.e. do not just survey Year 6 students – include different age groups,
such as older brothers or sisters, parents, neighbours, and seniors, for example, grandparents).
 You can survey people over the phone, but you will need to develop a way of recording the
answers, e.g. writing them in a table.
2. Recording and analysing survey results

 Record your survey results for each question in a table or a series of tables.
 Construct graphs or charts for responses to at least three (3) of your questions.
 Analyse your results and summarise
 the patterns you see in the data
 what were the most/least common consumers’ opinions about the use of plastic from the
survey
 which responses stood out as the most important, about what consumers consider when
deciding to purchase plastic products and packaging in the future.
3. Written response
Based on your own knowledge and understanding of purchasing decisions, in connection with the
results of your survey, discuss the following statement:
Consumers consider the impact on the environment when making choices about buying products
made of plastic or packaged in plastic.
When writing your answer, include:

 facts, data and statistics from your survey to support your discussion
 other factors that may be important to consumers when making decisions about buying or using
plastic products and packaging
 the different views and opinions shown in the survey results (i.e. did everyone have the same
opinion? Do you consider age was a factor in the results?).
Marking key – Economics and Business
Description Marks
Questioning
Develops targeted questions that successfully gather a range of information
about the link between consumers making choices about what to buy and the
3
impact their purchase may have on the environment (i.e. cause and effect of
purchasing decisions).
Develops questions designed to gather some information about the link between
consumers making choices about what to buy and the impact their purchase may 2
have on the environment (i.e. cause and effect of purchasing decisions).
Develops simple questions that may be irrelevant or only partly relevant. 1
Recording
Translates the data to a number of relevant and accurate formats (e.g. tables,
3
graphs, charts, graphic organisers) that are appropriate for the purpose.
Translates some of the results to at least two relevant formats. 2
Translates the data to a simple format (e.g. a simple table or bar graph). 1
Interpreting
Interprets the information in the survey accurately, inferring likely cause and
5–6
effects and/or making relevant connections.
Interprets the information, mostly accurately, to infer some likely cause and
3–4
effects and/or make connections.
Interprets some of the data but may require assistance. 1–2
Written response – Analysing and evaluating results
Summarises the survey results correctly, including identifying a range of patterns
shown by the data.
5–6
Makes a range of accurate inferences about the data, consumers’ opinions and
factors that influence consumers’ purchasing decisions.
Summarises some of the survey results, including identifying some simple
patterns shown by the data.
3–4
Makes simple connections or inferences about the data and consumers’ opinions
and factors that influence consumers’ purchasing decisions.
Makes simple statements about the survey results. 1–2
Written response – Language
Uses relevant subject-specific terminology. 3
Uses mostly subject-specific terminology. 2
Presents findings using mostly everyday language. 1
Total 27
APPENDIX C:
ASSESSMENT
EXEMPLAR 2
Telling their story
Achievement Standard, with assessed areas highlighted
Note: areas assessed through sample assessment task are indicated in bold.
and/or data, sequence information about events, identify different perspectives, and
describe cause and effect. They use a variety of appropriate formats to translate collected
information and draw conclusions from evidence in information and/or data. Students engage in a
range of processes when making decisions in drawing conclusions. They consider audience and
purpose when selecting appropriate communication forms. Students develop a variety of texts that
incorporate source materials, using some subject-specific terminology and concepts. They reflect
on findings to refine their learning.
Students explain the significance of an individual, group or event on the Federation of Australia,
and identify ideas and/or influences of other systems on the development of Australia as a nation.
They describe continuity and change in relation to Australia’s democracy and citizenship. Students
Draft | Humanities and Social Sciences | Year 6 | Teaching and Learning Exemplar | Appendix C 108
Assessment task – History
Title of task
Telling their story
Task details
Description of task Students will choose a series of sources to illustrate the experiences of
democracy and citizenship experienced by Aboriginal and Torres Strait
Islander Peoples. They will write an extended response to explain what
changes have been made to their political and legal rights, and how
attitudes have changed within Australian society.
Aboriginal and Torres Strait Islander Peoples are advised that the
following materials and links may contain images and voices of deceased
persons. Teachers should exercise caution when choosing images and
other materials.
Type of assessment Summative
Purpose of assessment To assess students’ understanding of key historical concepts and skills as
they apply to Aboriginal and Torres Strait Islander Peoples’ experiences
of Australia’s democracy and citizenship
Evidence to be collected Five sources, a graphic organiser and an extended response
Suggested time Exhibition – 2 x 1 hour sessions
Extended response – one (1) hour (after the exhibition as a summative

assessment)
Content description
Content from the Western Australian curriculum
Knowledge and understanding
Experiences of Australia’s democracy and citizenship, including the status and rights of Aboriginal
people and/or Torres Strait Islander Peoples, migrants, women and children
Q&R Locate and collect information and/or data from a range of appropriate primary sources and
secondary sources (e.g. museums, media, library catalogues, interviews, internet)
A Use criteria to determine the relevancy of information (e.g. consider accuracy, reliability,
publication date, usefulness to the question
A Interpret information and/or data collected (e.g. sequence events in chronological order, identify
cause and effect, make connections with prior knowledge)
A Identify different points of view/perspectives in information and/or data (e.g. analyse language,
identify motives)
E Draw and justify conclusions, and give explanations, based on the information and/or data in texts,
tables, graphs and maps (e.g. identify patterns, infer relationships)
E Use decision-making processes (e.g. share opinions and personal perspectives, consider different
points of view, identify issues, develop possible solutions, plan for action, identify advantages and
disadvantages of different options)
C&R Present findings, conclusions and/or arguments, appropriate to audience and purpose, in a
range of communication forms (e.g. written, oral, visual, digital, tabular, graphic, maps) and using
Key concepts
Sources; Evidence; Cause and effect; Perspectives.
Task preparation
Prior learning
Students should have prior experience using a variety of different sources and how to interpret the
information in these sources to communicate ideas and present findings.
The suggested questions (provided) to develop conceptual understanding should have been explored
as part of the teaching and learning activities leading up to the commencement of the task.
Students have prior knowledge of the history behind the establishment of the Constitution and
Federation.
Assessment task
Assessment conditions
The ‘Telling their story’ exhibition – complete in class, independently.

Extended response – complete in class, independently.
Differentiation
Teachers should differentiate their teaching and assessment to meet the specific learning needs of
their students, based on their level of readiness to learn and their need to be challenged. Where
appropriate, teachers may either scaffold or extend the scope of the assessment tasks.
Resources
 Large sheets of paper

 Stationery
 access to computers and/or a range of photographs of source materials, including the resource
sheets included here.
 Websites for source materials:
https://www.aboriginalheritage.org/museum/
https://australian.museum/learn/cultures/atsi-collection/
Prior learning
Prior to the commencement of the final task, use the following questions (set out below) as part of
the teaching and learning program to develop students’ conceptual understanding.
These questions have been included in the exemplar for History, but the teacher should determine if
students need more exposure to, and practice with them.
Sources
 What is a source?
 Are some types of sources better than others? Is a primary source more informative/more
reliable than a secondary source? Why/why not?
 In what ways do sources present facts?
 What are some of the difficulties with using a source as evidence of the past?
Evidence
 Brainstorm the information that can be obtained from various types of sources.
 Is this evidence?
 What is the difference between a source and evidence?
Continuity and change

 Why might some aspects of society not change?
 Can a law cause people to change their attitudes? Why/why not?
As part of this prior learning, ensure students are familiar with the different types of information that
can be obtained from particular sources. Teachers should explore other sources with their students
before completing this task (see the links in Appendix A) as part of the teaching and learning, or as
formative assessment.
Teachers may want to take their students to a local gallery or exhibition to experience a display first
hand. Alternatively, visit a virtual museum and discuss the purpose, audience and context of
exhibitions, such as these.
Instructions for teacher
This task is in two parts:
Part 1 – students choose five (5) artefacts, such as photographs, posters, extracts from texts,
pamphlets, data displays or photographs of objects to be displayed in an imagined scenario.
1. Read and explain this scenario to the students.
Your local council has decided to have an exhibition of photographs, poster, pamphlets, texts and
other objects or items for their NAIDOC Day celebrations. The theme of the display will be
Experiences of democracy and citizenship for Aboriginal and Torres Strait Islander Peoples. Its aim
is to illustrate the changes in the political and legal rights of Aboriginal and Torres Strait Islander
people and changes in attitudes within Australian society.
2. Students to complete this task/activity by choosing from appropriate websites (bookmark these)
and/or choosing from sources provided by the teacher. The minimum requirement is that
students choose five (5) items and complete the proforma attached. Teachers may choose to
have students display the sources on a large piece of paper or in another form that mimics a real
gallery. A digital display, such as a slideshow, is also acceptable.
3. Provide the links and the proforma, ensuring students understand how to complete the form.
 Identify the source material with letter or name.
 What is the message?
 How does it add to the story of Aboriginal and Torres Strait Islander Peoples’ experiences of
democracy and citizenship in Australia since Federation?
 Why did you choose this artefact/resource?
4. Optional extension: direct students to place the sources in time order.
Part 2 – students complete Parts 1 and 2 in separate sessions (preferably on different days). The
extended response should be completed individually, in class. Students will require their notes from
Part I to complete Part 2.
Direct students to:

 review their gallery exhibition and notes in the proforma
 write an extended answer to the prompt:
 What has changed for Aboriginal and Torres Strait Islander Peoples’ regarding their experiences
of democracy and citizenship in Australia since Federation?
Consider:
 changes in the political and legal rights of Aboriginal and Torres Strait Islander Peoples
 changes in attitudes within Australian society.
Instructions for students
Scenario: Your local council has decided to hold an exhibition of photographs, posters, pamphlets,
texts and other objects or items for their NAIDOC Day celebrations. The theme of the display will be
Experiences of democracy and citizenship for Aboriginal and Torres Strait Islander Peoples. Its aim
is to illustrate the changes in the political and legal rights of Aboriginal and Torres Strait Islander
People and changes in attitudes within Australian society.
Part 1
Look at the websites your teacher has bookmarked, and choose five sources to be part of the display.
Evaluate the usefulness of each source and explain why you chose each of your items on the
proforma provided. Include as much information as possible to explain:
 why this source material is important to the story of democracy and citizenship for Aboriginal
and Torres Strait Islander Peoples
 the message it contains
 why it is a good source to be included.
Part 2
Once you have chosen the display items and explained your choice, write a few paragraphs to be part
of the exhibition’s display.
What has changed for Aboriginal and Torres Strait Islander Peoples’ regarding their experiences of
democracy and citizenship in Australia since Federation? Consider:
Source materials
The following resources may be provided to students in preparation for the assessment task.
 https://www.aboriginalheritage.org/museum/
 https://australian.museum/learn/cultures/atsi-collection/
Source A
Source B
Source C
Ken Wyatt’s maiden speech (first speech after being elected to Parliament) 29 September, 2010.
Source D
In 1972, the Aboriginal Tent Embassy was established on the lawns in front of the old Parliament
House in Canberra.
Source E
Teacher notes
Key points for this set of sources
Source A
Aboriginal and Torres Strait Islander peoples are not to be part of any population count in any State
or nationally: ‘aboriginal natives shall not be counted’.
Purpose: an official document, for people to know the law, to set out the constitution, to let people
know that this is the constitution, to let people know that Aboriginal people are not counted as part
of the population.
Source B
This is a ballot paper, it shows voters have to vote YES (approve the proposed law) or NO (not
approve the proposed law). The vote was related to whether or not ‘People of the Aboriginal Race’
were part of a population
Purpose: It is a ballot paper to get people to vote to change the Constitution.
Source C
The title indicates that Ken Wyatt is making his first speech to the House of Representatives.
The source indicates that Ken Wyatt is the first Aboriginal and Torres Strait Islander to be elected to
the House of Representatives: ‘First Indigenous MP’.
The source indicates that Ken Wyatt is proud of his Aboriginal heritage: wearing a buka – a traditional
kangaroo cloak worn by Noongar people – as he addressed the House.
Purpose: to mark the occasion for the historical record, for publicity or to inform people that this
occurred.
Source D
The message is that Aboriginal Peoples were living here when Europeans came and settled: ‘White
invaders’ ‘You are living on stolen land’.
The message is that Aboriginal people want more say in how they live. A democracy includes
acknowledging the Aboriginal Peoples: ‘If you can’t let me live Aboriginal why preach Democracy.’
Purpose: To protest, to highlight their cause, to let people know their point of view, to get change in
the laws of land rights, to acknowledge the Aboriginal flag.
Source E
The Aboriginal and Torres Strait Islander Peoples are making a media statement to inform the public
of a trek across the country.
They are asking all Australia support them to make Australia a better place.
Purpose: to highlight the trek, publicity, awareness of their plight.
Possible responses
Extended responses to this set of sources could include the following points.
 The Constitution denied Aboriginal and Torres Strait Islander Peoples any place within society in
terms of either democracy or citizenship.
 The 1967 referendum provided some hope as the Australian people, including the Aboriginal and
Torres Strait Islander Peoples, who chose to vote and voted to remove such a discriminatory
clause from the Constitution.
 Aboriginal and Torres Strait Islander Peoples were publicly protesting and demanding both
recognition and land rights, as well as condemning those who did not agree with these demands.
 A major convention of Aboriginal and Torres Strait Islander Peoples, where leaders met at Uluru
and drafted a final statement inviting, all Australians to share in the journey of helping them to
achieve the ‘rightful place in our own country’.
 The removal of the right to vote at Federation and the gradual extension of the franchise to
Aboriginal and Torres Strait Islander People until it was equal to the rest of the community by
1984.
 Significant campaigns by Aboriginal and Torres Strait Islander Peoples (apart from the Tent
Embassy), such as the Wave Hill Walk off, the Mabo and Wik decisions of the High Court of
Australia were used by Aboriginal and Torres Strait Islander Peoples to draw attention to their
cause.
 Aboriginal and Torres Strait Islander Peoples were eventually elected into parliament, fully
participating in Australia’s democracy.
 Australian society became more supportive of Aboriginal and Torres Strait Islander Peoples.
 Aboriginal and Torres Strait Islander Peoples were eventually granted full voting and legal rights.
What is the message?
How does it add to the story of Aboriginal and Torres Strait Islander Peoples’ experiences of
democracy and citizenship in Australia since Federation? (Analysing and evaluating)
Marking key
Images
Description 1 2 3 4 5
Describes the message, in detail, having drawn a plausible and
relevant conclusion, and explains different perspectives or
motives within the source selected using relevant, subject-specific
terminology.
Identifies information, makes a connection or identifies a
perspective in the source to draw a conclusion about a message,
using some of their own words or and some subject-specific
terminology.
Identifies some information, makes a simple connection or
identifies a perspective in the source to draw a simple conclusion
about a message, using everyday language.
Why did you choose this source? Why is it useful? (Analysing and evaluating)
Marking key
Images
Description 1 2 3 4 5
Provides an explanation of the usefulness of the source based on
relevant and accurate evidence from within the source.
Provides a simple reason about the usefulness of the source as
evidence using some evidence drawn from the source.
Statements are based on personal opinion rather than evidence
from the source.
Extended response
What has changed for Aboriginal and Torres Strait Islander Peoples’ regarding their experiences of
democracy and citizenship in Australia since Federation?
Consider:
Marking key
Description 
 Describes the significance of some of the events, movements, laws and

issues that were part of the experiences of Aboriginal and Torres Strait
Islander Peoples in their experiences of democracy and citizenship.
 Describes in some detail, the changes in the political and legal rights of
Aboriginal and Torres Strait Islander Peoples.
 Describes the changes in the attitudes within Australian society towards
 Identifies some of the events, movements, laws and issues that were part
of the experiences of Aboriginal and Torres Strait Islander Peoples in their
experiences of democracy and citizenship.
 Identifies some of the changes in the political and legal rights of Aboriginal
and Torres Strait Islander Peoples.
 Identifies some changes in the attitudes within Australian society towards
 Makes general references to events/issues in the sources.
 Provides a few facts about the experiences of Aboriginal and Torres Strait
Islander Peoples.
 States a simple conclusion based on personal opinions about Aboriginal and
Torres Strait Islander Peoples’ experiences of democracy and citizenship in
Australia since Federation.
 Makes a general reference to the changes in the attitudes within Australian
society towards Aboriginal and Torres Strait Islander Peoples.
Extended response answers could include:

 The Constitution denied Aboriginal and Torres Strait Islander Peoples any place within society in
terms of either democracy or citizenship.
 The 1967 referendum provided some hope as the Australian people, including the Aboriginal and
Torres Strait Islander Peoples, who chose to vote and voted to remove such a discriminatory
clause from the Constitution.
 Aboriginal and Torres Strait Islander Peoples were publicly protesting and demanding both
recognition and land rights, as well as condemning those who did not agree with these demands.
 A major convention of Aboriginal and Torres Strait Islander Peoples, where leaders met at Uluru
and drafted a final statement inviting, all Australians to share in the journey of helping them to
achieve the ‘rightful place in our own country’.
 The removal of the right to vote at Federation and the gradual extension of the franchise to
Aboriginal and Torres Strait Islander People until it was equal to the rest of the community by
1984.
 Significant campaigns by Aboriginal and Torres Strait Islander Peoples (apart from the Tent
Embassy), such as the Wave Hill Walk off, the Mabo and Wik decisions of the High Court of
Australia were used by Aboriginal and Torres Strait Islander Peoples to draw attention to their
cause.
 Aboriginal and Torres Strait Islander Peoples were eventually elected into parliament, fully
participating in Australia’s democracy.
 Australian society became more supportive of Aboriginal and Torres Strait Islander Peoples.
 Aboriginal and Torres Strait Islander Peoples were eventually granted full voting and legal rights.
Source that you will What is the message? How does it add to the story of Aboriginal and Why did you choose this?
include – identify Torres Strait Islander Peoples’ experiences of
with letter or name democracy and citizenship in Australia since Why is it useful?
Federation?
Federation?
Federation?
Acknowledgements
Term 2
Week 3 Teaching points (dot point 2) from: Parliamentary Education Office. (2020). Year 6.
Retrieved November, 2020, from https://peo.gov.au/teach-our-parliament/units-of-
work/year-6/
Used under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Australia
licence.
Appendix B Quoted extract from: Operation Straw. (n.d.). [Website homepage]. Retrieved
November, 2020, from https://www.operationstraw.org/
Appendix C
Source A Parliament of Australia. (n.d.). Commonwealth of Australia Constitution Act (The
Constitution) (ss. 126, 127). Retrieved February, 2019 from
https://www.foundingdocs.gov.au/amendment-amid-21.html
Used under Creative Commons Attribution 4.0 International licence.
Source B Parliamentary Education Office. (2013). Ballot paper for the 1967 referendum
[image]. Retrieved February, 2019 from
https://www.peo.gov.au/uploads/peo/images/image-library/img-
4b4c3dfd0d7d13eb244b438ce9d1fcca.jpg
Used under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Australia
licence.
Source C Parliament of Australia. (2010). Ken Wyatt delivers his maiden speech to the House of
Representatives in Canberra [Still image from video]. Used under Creative Commons
Attribution-NonCommercial-NoDerivs 3.0 Australia licence.
Source D Image courtesy of the National Archives of Australia. NAA: A6135, K14/3/74/11.
(1974). Demonstrations – Australian Capital Territory – Aboriginal Tent Embassy
outside Parliament House Canberra, 1974 [Photograph]. Retrieved February, 2019,
from
https://www.abc.net.au/news/2012-01-25/tent-embassy-signs.jpg/3793398
Source E Pat Anderson, Referendum Council’s Indigenous steering committee. (2017, May 23–
26). Aboriginal and Torres Strait Islanders peoples from across Australia make historic
statement [Press release]. Retrieved February, 2019 from
https://www.referendumcouncil.org.au/event/first-nations-regional-dialogue-in-uluru.html
Used under Creative Commons Attribution 4.0 International licence.

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DRAFT

HUMANITIES AND SOCIAL SCIENCES

© School Curriculum and Standards Authority, 2021

The Western Australian Curriculum and Assessment Outline (the Outline –

Catering for diversity

At any point, teachers can adjust the:

Note: links to electronic resources

Further assessment strategies can be found on the Authority website:

Year level description

Year 6 Achievement Standard

Week 1 Key concept Learning experience 1

area, to identify businesses operating in your community.

Collect business cards, take photos, cut advertisements from

Invite the manager/owner of a local small business into the

Week 2 Key concepts Learning experience 1

Suitable examples include: a fast food meal, a pair of expensive

 As a class or in groups, discuss the main factors that

C&R Present findings, conclusions and/or Alternative learning experience

Students consider the information using teacher developed

answer the question: How do Growers’ Markets impact on

Optional cross-curricular learning experience

Students work in pairs or small groups to design a market stall

Students participate in a Gallery walk and each pair briefly

purpose, in a range of communication Brainstorm and discuss trade-offs in terms of becoming

Engage students in writing one of these texts:

 a procedural/persuasive text on how to be more

Alternative learning experience

Discuss the idea of trade-offs in relation to environmental

Identify prior knowledge of the term ‘green’ in respect to the

Discuss the idea of a trade-off in relation to the students’

Brainstorm and discuss trade-offs in terms of becoming

Provide articles and resources for students to investigate a

Use a collaborative structure, such as Expert groups (e.g. a

Q&R Record selected information and/or

A Translate collected information and/or

E Draw and justify conclusions, and give

C&R Present findings, conclusions and/or

Week 1 Key concepts Learning experience 1

Use the KWL/RAN charts as an ongoing formative

under the headings: local, state and federal ls-of-government

Students use their lists to create a visual representation of the

This could be done in small groups and culminate in a Gallery

Alternatively, students work individually to create a Triarama.

Teacher reviews the resource in Appendix A before the lesson.

practices of passing of laws.

 Develop criteria to determine the relevance of information.

Alternative learning experience

Investigate the pathway to citizenship by having students

Guide students to consider the audience, purpose and the

Week 6 Key concepts Learning experience 1

(e.g. create a timeline, draw maps,

Week 1 Key Concepts Learning experience 1

 Who was Henry Parkes?

Week 3 Key Concepts Learning experience 1

 What has changed since Federation?

 What has changed since Federation?

Reflect as a class by drawing conclusions about the accuracy,

 How can a law cause people to change their