Table 1: CGEA – ACSF/NRS mapping grid
VBQM483Events in Australian
History /
CGEA Element
/ACSF levels and indicators
/NRS levels and indicators
Describe costal exploration of Australia prior to 1788(Not covered in this project)
1.1 Identify the reasons for exploration of the coast of Australia.
1.2 Identify the key players and their roles in the exploration.
1.3 Outline Britain’s decision to settle in Australia. / Not covered in this project
2.02 Applies a limited number of learning strategies in structured and familiar contexts
3.02 Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts
2.03 Indentifies and interprets relevant information and ideas within familiar contexts.
3.03 Evaluates and integrates facts and ideas to construct meaning from a range of text types.
2.04 Uses a number of reading strategies to identify and interpret relevant information within familiar text types.
3.04 Selects and applies a number of reading strategies as appropriate to purpose and text type
2.05 Conveys intended meaning on familiar topics for a limited range of purposes and audiences.
3.05 Communicates relationships between ideas and information in a style appropriate to audience and purpose
2.06 Produces familiar texts types using simple vocabulary, grammatical structures and conventions.
3.06 Selects vocabulary, grammatical structures and conventions appropriate to text
2.07 Uses everyday language to provide information or maintain a conversation in familiar spoken contexts.
3.07 Selects and uses appropriate strategies to establish and maintain spoken communication in familiar and some unfamiliar contexts
2.08 Listens for relevant information in oral texts across familiar contexts
2.02 Applies a limited number of learning strategies in structured and familiar contexts
3.02 Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts
2.03 Indentifies and interprets relevant information and ideas within familiar contexts.
3.03 Evaluates and integrates facts and ideas to construct meaning from a range of text types.
2.04 Uses a number of reading strategies to identify and interpret relevant information within familiar text types.
3.04 Selects and applies a number of reading strategies as appropriate to purpose and text type
2.05 Conveys intended meaning on familiar topics for a limited range of purposes and audiences.
3.05 Communicates relationships between ideas and information in a style appropriate to audience and purpose
2.06 Produces familiar texts types using simple vocabulary, grammatical structures and conventions.
3.06 Selects vocabulary, grammatical structures and conventions appropriate to text
2.07 Uses everyday language to provide information or maintain a conversation in familiar spoken contexts.
3.07 Selects and uses appropriate strategies to establish and maintain spoken communication in familiar and some unfamiliar contexts
2.08 Listens for relevant information in oral texts across familiar contexts / Not covered in this project
The following indicators are covered across the four elements of this unit
2.1 Reads and Interprets short simple texts on a personally relevant topic
2.2 Locates specific information relating to familiar contexts in a text which may contain data in simple graphic, diagrammatic, formatted or visual form.
2.3 Writes about a familiar topic using simple sentence structure and joining ideas through conjunctive links where appropriate.
2.4 Completes forms or writes notes using factual or personal information relating to familiar contexts.
Oral Communication
2.5 Elicits and gives factual information or personal details for the purpose of gathering/providing information.
2.6 Takes part in short interpersonal exchanges, clarifying meaning and maintaining interaction, for the purpose of establishing, maintaining and developing relationships; exploring issues; or problem solving.
2.7 Listens for relevant information from oral texts.
Describe the role of convicts in the European settlement of Australia.
2.1 Identify the main types of convicts.
2.2 State the relationship between convicts and soldiers.
2.3 Outline the key elements of convict life.
Describe the key features of a particular period or event in Australia
3.1 Identify the period or event and its significance
3.2 Outline the key events
3.3 Identify the key particiapnts
3.4 Outline some features of life in Australia at the time
Describe the reasons for immigration to Australia and the impact on Australia’s development
4.1 List the key events in Australia’s Immigration History.
4.2Identify the impact of each wave of immigration.
4.3 State issues which have arisen as a result of immigration.
4.4 Outline a personal immigration experience. / 2.03 Indentifies and interprets relevant information and ideas within familiar contexts.
2.04 Uses a number of reading strategies to identify and interpret relevant information within familiar text types.
2.05 Conveys intended meaning on familiar topics for a limited range of purposes and audiences.
2.06 Produces familiar texts types using simple vocabulary, grammatical structures and conventions.
2.07 Uses everyday language to provide information or maintain a conversation in familiar spoken contexts.
2.08 Listens for relevant information in oral texts across familiar contexts
Table 1: CGEA – Activity, assessment and outcome guide
Activities / Assessment / CGEA outcomes performance criteria / Employability skills examples or Generic Process skillsLearning Outcome 2 – Role of Convicts
Activity 1 - Prepare for reading
Discussion
Group activity
Activity 2 – Detailed Reading
Reading and discussion
Group activity
Text - All for a loaf of bread
Activity 3 – Time Line
Group activity, small group, individual
Create a timeline
Activity 4 – Noun Groups
Whole group discussion
Small group class work
Find and create noun groups
Activity 5 – Topic Sentences
Whole group and small group
Locate topic sentences and paragraph topics
Activity 6 – Text summary
Whole group, individual
Activity 7 – Procedural writing
Whole group, individual
How to make damper
How to cook pasta
How to make a cup of tea
Learning Outcome 3- The Eureka Stockade
Activity 1 – Prepare for reading
Activity 2 – Detailed Reading
Whole class activity
Text - The Eureka Stockade
Activity 3 – Compound word activity
Text
Appendix 1 handout
Activity 4 – word endings and beginnings
Text
Appendix 2 handout
Activity 5 – synonyms and antonyms
Activity 6 – notemaking and rewriting
Table
Appendix 4 text
Activity 7 – rewriting cont (for struggling writers)
Appendix 4 to make sentence maker
Activity 8 – rewriting
Learning Outcome 4- Immigration
Activity 1- Introducing Immigration
Handout 1- Concept map
Handout 2- Blank world map
Activity 2- What’s your story?
Handout 3- Special Item (modeled text)
Handout 4- Special Item Student Sheet
Extension 1- Eat your way around the world
Handout 5- Traditional meal (worksheet with modeled text).
Handout 6- Traditional recipe (Model/reading text).
Handout 7- Traditional recipe student sheet.
Extension 2- Fame and Fortune
Handout 8- Famous Immigrants
Activity 3- Gregorio’s Story
Text
Online Activities
Extension 1- Peer Interviews
Handout 9- Peer Interview Student Response Sheet
Activity 4-‘ Where do we fit in?;
Handout 10- Useful Resources/links
Handout 11- Personal Timeline (Example)
Handout 12- Personal Timeline Student Sheet
Handout 13- Historical Timeline (as a class) / Observation
Observation
Reading checklist (not yet developed)
Writing task – creation of a timeline with model provided
Class based writing task
Observation
Writing done in class
Writing done in class
Writing done in class
Observation
Observation
Worksheet/activity completion in class
Observation of class work
Observation of class work
Text produced in class from the model
Text produced in class from sentence maker
Text produced in class
Class work observation.
Class discussion
Understanding/locating and copying key information.
Class discussion/presentations
Class work observation.
Writing simple texts (from model) on s familiar topic.
Reading a simple text
Class discussion
Class work observation.
Writing simple texts (from model) on s familiar topic.
Reading a simple formatted text
Indentifying/locating key information
Writing a simple formatted/sequenced text
Locating mathematical information in a familiar real life activity or text.
Class discussion/brainstorm
Class work observation.
Internet searching
Identifying/ locating key information
Gathering/organizing information
Reading a simple formatted text
Reading/understanding a simple formatted text
Identifying/locating key information
Class work observation.
Class discussion/observation
Pair work.
Identifying key information
Gathering/organizing information
Writing a simple text on a familiar topic.
Reading simple formatted texts (including online)
Using technology
Class discussion/observation
Group work
Identifying key information
Gathering/organizing information
Writing a simple formatting text using relevant personal information. (Creation of timeline). / 2.1 Identify the main types of convicts
2.3 Outline the key elements of convict life
2.1, 2.2, 2.3
2.3
2.1, 2.2, 2.3
2.1, 2.2, 2.3
2.1, 2.2, 2.3
3.1, 3.2, 3.3, 3.4
3.1, 3.2, 3.3, 3.4
3.1, 3.2, 3.3, 3.4
3.1, 3.2, 3.3, 3.4
3.1, 3.2, 3.3, 3.4
4.1 List the key events in Australia’s Immigration History.
4.2Identify the impact of each wave of immigration.
4.3 State issues which have arisen as a result of immigration.
4.4 Outline a personal immigration experience.
2.1, 2.2, 2.6,2.7
2.1,2.2,2.3,2.5,2.6,2.7
2.1, 2.2, 2.3,2.5,2.6.2.7, 2.9
2.1,2.2,2.4,2.5, 2.6, 2.7
2.1,2.2,2.4,2.7
2.1,2.2,2.4,2.5, 2.6, 2.7,2.9 / Communication of ideas
· Discuss topic
Communication
· Read and interpret text
Problem Solving
· Working out word and text meanings
Collecting, organizing information
· Creating a timeline
Team work
· Working collaboratively on the timeline
Mathematical ideas
· Working with dates
· Chronological order
Team work
· Working collaboratively
Problem Solving
· Identifying, locating then creating noun groups
Team work
· Working collaboratively
Problem Solving
· Identifying, locating then creating noun groups
Communication
· Writing information for others
Using Technology
· Word process writing
Collect, organise information
· Collect and organise information into a text
Communication
· Writing information for others
Using Technology
· Word process writing
Collect, organise information
· Collect and organise information into a text
Plan activities
· Organise for class to make tea and damper
Mathematical skills
· Measurement
· ordering
Communication of ideas
· Discuss topic
Communication of ideas
· Discuss topic
Team work
· Working collaboratively
Problem Solving
· Identifying, locating then creating compound words
· Cooperation for a game
Team work
· Working collaboratively
Problem Solving
· Identifying, locating then creating words
· Cooperation for a game
Team work
· Working collaboratively
Problem Solving
· Identifying, locating then creating words
Communication
· Writing information for others
Collecting, organizing information
· Taking notes and writing a summary
Communication
· Writing information for others
Collecting, organizing information
· writing a summary
Communication
· Writing information for others
Collecting, organizing information
· writing a summary
Communication of ideas
· Discuss topic
Team work
· Working collaboratively
Collect, organise information
· Collect and organise information into a text
Communication of ideas
· Discuss topic
Team work
· Working collaboratively
Collect, organise information
· Collect and organise information into a text
Communication of ideas
· Discuss topic
Team work
· Working collaboratively
Collect, organise information
· Collect and organise information into a text
Mathematical skills
· Measurement
· ordering
Communication of ideas
· Discuss topic
Team work
· Working collaboratively
Collect, organise information
Use technology
Collect, organise information
Use technology
Team work
· Working collaboratively
Collect, organise information
· Collect and organise information into a text
Communication
· Writing information for others
Communication of ideas
· Discuss topic
Team work
· Working collaboratively
Collect, organise information
· Collect and organise information into a text
Use technology
Mathematical skills
· ordering
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