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HASS Assignment 4 – HASS Unit Plan & Justification Essay
Unit Plan
Sub strand: History
Year level: 4
Year level theme
Students study aspects of Indigenous Australian life prior
to European arrival. Focus is on the diversity between
different Indigenous groups, and the relationships
between these groups and their environments, expressed
through practices, knowledges, and beliefs.
Knowledge and Understanding Content
Descriptions covered
Year 4 HASS (Australian Curriculum Assessment and Reporting
Authority (ACARA), 2010)
History: The diversity of Australia's first peoples and the
long and continuous connection of Aboriginal and Torres
Strait Islander Peoples to Country/Place (land, sea,
waterways and skies) (ACHASSK083).
Geography: The custodial responsibility Aboriginal and
Torres Strait Islander Peoples have for Country/Place,
and how this influences views
about sustainability (ACHASSK089).
Knowledge and Understanding Achievement
Standards aspects assessed
History: Students describe the experiences of an
individual or group in the past. Students identify the
interconnections between people and the environment.
Geography: They identify the interconnections between
components of the environment and between people and
the environment.
Brief description of the unit’s purpose
Through study of Indigenous Australian life before
European settlement, students will develop an
appreciation for the ways in which people interact with
their environment.
Students will learn about the different practices diverse
Indigenous groups engaged in with regards to using
environmental resources, and how their knowledges and
beliefs influenced these practices.
Students will consider these perspectives, and contrast
them with European and ‘modern’ beliefs about resource
use and the environment, to inform a greater
understanding of, and empathy for, the Australian
Indigenous people. Additionally, they can use these new
understandings to consider alternative approaches to
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Length: 4 weeks
Concept focus
The two main concepts to be covered and assessed in this
unit are ‘significance’, and ‘perspectives’ (Australian
Curriculum Assessment and Reporting Authority (ACARA),
2010; McInerney, 2018).
Students will begin to consider the perspective of some
examples of the many Indigenous Australian groups, the
importance that the land and sea hold to each group, and
Indigenous views on resource use.
With regards to significance, students will understand the
connections that Indigenous groups have with the
environment, how groups have managed the environment
and its resources over time, and consider their own
environmental practices in modern times.
Inquiry and Skills Content Descriptions
covered
Year 4 HASS (Australian Curriculum Assessment and Reporting
Authority (ACARA), 2010)
Questioning: Pose questions to investigate people, events,
places and issues (ACHASSI073).
Researching: Locate and collect information and data from
different sources, including observations (ACHASSI074).
Communicating: Present ideas, findings and conclusions in
texts and modes that incorporate digital and non-digital
representations and discipline-specific terms (ACHASSI082).
Inquiry and Skills Achievement Standards
aspects assessed
Students develop questions to investigate.
They develop questions about the past and locate, collect
and sort information from different sources to answer these
questions.
Students develop and present texts,
including narrative recounts, using historical terms.
Key Inquiry questions to guide unit thinking
 Who are the Indigenous people of Australia?
 How do Indigenous groups differ from each other?
 What was life like for the Indigenous people before
Europeans came to Australia?
 What was important to them in their lives? Is this
different to what is important to Indigenous people
now? Or to us now? How?
 What kind of technologies did Indigenous people
have before the arrival of the Europeans? How did
they use them?
 In what ways were the Indigenous people connected
to their environment? How are we connected to our
own environment?
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environmental management in the present and for the
future.
Opportunities to incorporate Cross
Curriculum priorities (CCPs)
The unit focuses on the lives of Indigenous people, their
beliefs, and connection to their environments. These
topics provide opportunities to directly link to the
Aboriginal and Torres Strait Islander Histories and
Cultures CCP. CCP links will include:
OI.1: Australia has two distinct Indigenous groups:
Aboriginal Peoples and Torres Strait Islander Peoples,
and within those groups there is significant diversity.
OI.3: Aboriginal and Torres Strait Islander Peoples have
holistic belief systems and are spiritually and intellectually
connected to the land, sea, sky and waterways.
OI.4: Aboriginal and Torres Strait Islander societies have
many Language Groups.
OI.5: Aboriginal and Torres Strait Islander Peoples’ ways
of life are uniquely expressed through ways of being,
knowing, thinking and doing.
Learning activities/experiences
Map comparisons – European-based vs. Indigenous (W1,
S1)
Learning of songs and use of language (W1, S1)
Viewing and analysing videos of Dreaming Stories (W1,
S2), and Song lines (W3, S1)
Creating own Dreaming-style Stories (W1, S2)
‘Jigsaw’ activity to analyse and discuss information
sources in small groups (W2, S1)
Group reading (W2, S2)
Using informational resources to create seasonal menus
(W2, S2)
Creating own Song lines (W3, S1)
Using research, alongside critical thinking about sources,
to build and annotate dioramas depicting Indigenous
shelter types (W3, S2) and clothing (W4, S1)
Writing a journal entry-style narrative (W4, S2)
ICT resources available
Bureau of Meteorology’s (BOM) Indigenous Weather
Knowledge website (BOM, 2016) – Descriptions of
Seasons for different Indigenous groups, and the
resources (food, particularly) they accessed in each
season.
Kaurna Place Names Map (Land Services Group, n.d.) –
Dual or Indigenous names of places in Adelaide.
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 How do we know what we know about Indigenous
people? Where does our information come from?
 What can we learn from the Indigenous people and
the way they live that is relevant to us today?
Opportunities to incorporate General
Capabilities General Capabilities (Level 3)
Intercultural Understanding: Challenge Stereotypes and
Prejudices – Students will challenge any pre-existing notions,
learning that Indigenous groups had diverse and complex
practices, technologies, and belief systems.
Critical and Creative Thinking: Pose Questions to Expand
their Knowledge About the World – As students engage with
the KWEL inquiry learning method, they will identify areas of
interest to them, and direct their learning around finding
answers to their own questions.
Information and Communication Technology (ICT): Select
and Evaluate Data and Information – During their research
tasks, and with modelling and scaffolding, students will
scrutinise information sources for reliability, and filter out
websites that are reductionistic towards Indigenous people
and their practices, etc.
Assessment tasks
Formative
1. Exit cards for KWEL chart
2. Dreaming-style story written to explain an aspect of
the student’s environment, or a behavioural
guideline.
3. Song line-style map to direct a partner around the
school.
4. Group poster of a seasonal menu for a certain
Indigenous group. These will be compared to modern
European Australian culinary habits, and to a
seasonal produce-based menu.
Summative
‘Day in the Life’
Large Project-Based learning assessment, consisting of 3
parts:
Diorama creation – A type of shelter made and used by a
certain Indigenous group, with annotation explaining style
and material choices.
Diorama addition – A figure with clothing or body decoration
made or used by that certain Indigenous group, with
annotation explaining materials used and clothing
significance, as well as source use justification.
Narrative writing piece - A short, written journal entry from the
perspective of an Indigenous child, demonstrating the
students’ understanding of aspects of Indigenous life pre-
European times for their particular Language Group.
Learning resources available
‘The Girl from the Great Sandy Desert’, by Jukuna Mona
Chuguna – Book featuring fictional depiction of life in a
desert-dwelling Indigenous group, written with lived
experience in mind.
Indigenous Australia map (Hortin, 1996) – Map of Indigenous
Language Groups of Australia and their geographical
locations.
Firestick artefacts.
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Song line of an Ancient Roadmap: Belief (Discovery
Channel, 2015) - Video example of a Song line, where an
elder is teaching about how to follow the path, according
to history and geographical landmarks.
Lesson outline for the 4 week unit
Week 1
Session 1
Differences in Indigenous groups – Languages
Learning intentions
Students will:
 Understand:
o The Australian Indigenous people are not
a homogeneous people, but are made up
of different groups with diverse languages
and practices.
 Know
o Examples of diversity between
Indigenous groups, particularly
geographical divisions and the existence
of different, complex languages and
systems.
 Be able to do:
o Identify some of the Indigenous groups
local to Adelaide and surrounds, and
appreciate Kaurna language and
pronunciation.
Assessment:
Diagnostic assessment – Post-it notes by each student
about what they already know about Indigenous
Australians for the KWEL chart.
Teaching strategies
 Using a photo as a stimulus (Australian
Broadcasting Corporation, 2016), students will be
introduced to the unit topic ‘What was life like for
Indigenous Australians prior to European arrival?’.
 With teacher support, students will create a KWEL
wall chart about the topic – What we Know, Want
to Know, Evidence we have collected, and have
Learned. Students will use post-it notes to offer
prior knowledge and areas of interest to add to
the wall chart.
 Students will be given blank maps of Australia,
and be instructed to label the states and territories
and their capital cities. They will then compare
their maps with a blank map of Indigenous
Australia (Hortin, 1996). They will then be asked if
they know of, and attempt to list in groups some
of the Indigenous language groups.
 Teacher will guide an exploration of the
Indigenous Australia map, looking at the groups in
the Adelaide region and surrounds of SA (Kaurna,
Ngadjeri, Ngarrindjeri, Narangga).
 Students will look at some of the words used in
the Kaurna language for places in Adelaide (Land
Services Group, n.d.; Kaurna Warra Pintyanthi,
2018), identifying known places with dual names.
 Students will learn the lyrics and actions to the
Kaurna version of ‘Heads, Shoulders, Knees and
Toes’: ‘Mukarta, Katarka, Mampa, Tidni’ (Kaurna
for Kids, 2015), to learn an appreciation for the
Kaurna language in a familiar context.
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Based on 2@90 minute periods per week
Week 2
Session 1
Indigenous Technology & Practices – Firesticks
Learning intentions
Students will:
 Understand:
o Different groups of Indigenous Australians
had developed sophisticated and diverse
ways of living prior to European arrival, which
reflected their connection to the land and
sea.
 Know
o The diversity of ways firesticks can be
constructed, the impact of their use upon the
environment, and their significance to
different Indigenous groups.
 Be able to do:
o Identify the uses of firesticks and ‘firestick
farming’, and the impact of these Indigenous
cultural practices, by collecting information
from different evidence sources.
Assessment:
Formative assessment – Exit card Post-it note by each
student about what they have learned about firesticks, how
they are made and used, how significant they have been in
Australian history, and their analysis of information source
reliability. Teacher feedback provided.
Teaching strategies
 Through the use of inquiry questions and artefacts of
matches and firesticks, students will be asked to
consider how Indigenous people could light a fire
without a match, and whether they feel fire was
important to Indigenous groups. Students will add to
these ideas to the class KWEL chart.
 A short discussion will be had about sources of
information and their reliability, and signs to look out
for concerning biased or unreliable information.
 In a ‘jigsaw’ activity, students will break up into ‘home
groups’ and ‘expert groups’ to study information
about firesticks from different Indigenous groups
across the country, such as how they are made, who
they are made by, who they are used by, and how
they are used.
 ‘Expert groups’ will also examine information about
the significance of the firestick according to different
perspectives, including the Indigenous groups and
European arrivals of the time, to modern Indigenous
and non-Indigenous people. Students are charged
with critically analysing their information for reliability
and bias, particularly with concern to homogenising
or stereotyping Indigenous Australians.
 Students will take back the information from their
expert groups and present it to their home groups,
discussing the different perspectives and ideas each
group encountered. In doing so, they will attempt to
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 Summarise lesson in conclusion, and add to
KWEL chart what students have learned.
Session 2
Indigenous Life – Belief Systems and Dreaming Stories
Learning intentions
Students will:
 Understand:
o Australian Indigenous groups have
diverse and complex belief systems,
which are unbreakably linked with their
environment.
 Know
o Beliefs were passed on over generations
through the telling of Dreaming stories,
which teach about the origin of the land
and animals, as well as guidelines for
living.
 Be able to do:
o Articulate the teaching purpose of
dreaming stories, and create a story
example using similar themes.
Assessment:
Formative assessment – Students will create a Dreaming-
style story to explain an aspect of their environment, or a
behavioural guideline. Teacher feedback provided.
Teaching strategies
 Students will watch a video of the Malgana
Dreaming story ‘The Buyungurra Who Didn’t
Listen’ (McNeair, 2015), and brainstorm what they
noticed about the story.
 They will then watch a video of the Kaurna
‘Tjilbruke’ Dreaming story (Marymount College,
2016), and compare and contrast the ideas
expressed in this story with the first video.
 In a class discussion, students will identify the
purpose of Dreaming stories, and their intrinsic
links to the environment.
 Using the videos as models, students will work in
groups to create their own Dreaming-style stories,
explaining either how a landmark or animal’s
features came into being, or a moral story about
human behaviour. Students will share their stories
with the class.
 Summarise lesson in conclusion, and add to
KWEL chart what students have learned.
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answer some of the questions they identified in their
Want to Know part of the KWEL chart.
 The importance of reliable, unbiased information will
be discussed as a class, highlighted by the lesson
examples.
 To conclude the lesson, students will summarise
their understandings about Indigenous use of
technology, and the significance of firesticks in
Australia, such as to control invasive species or
reduce chances of bushfire (Dick & Kingston, 2016;
Martin, 2014), both historically and today by
completing an exit card to answer the KWEL section
‘What we have Learned’.
Session 2
Indigenous Life – Food and Seasons
Learning intentions
Students will:
 Understand:
o Indigenous groups pre-European times had
established complex understandings about
their environment and its resources, which
influenced practices concerning food
collection and use.
 Know
o Different groups had diverse understandings
of local weather patterns, and varied diets
and harvesting practices which were
dependent on geographic location and
seasonal availability.
 Be able to do:
o Identify possible examples of diversity in the
food of different language groups, and make
connections between Indigenous food
practices and the potential benefits of
modern adoption of seasonal produce.
Assessment:
Formative assessment – In groups, students will create a
poster of a seasonal menu for different Indigenous groups.
These will be compared to modern European Australian
culinary habits, and to a seasonal produce-based menu.
Teacher feedback provided.
Teaching strategies
 Open with two Inquiry questions – ‘What does
Summer mean to you?’ & ‘What does Winter mean to
you?’. In think-pair-share groups, have half of the
class discuss one question, whilst the other half
discusses the other. Bring class together to write
ideas on the board for each season.
 In same pairs, have students think about what the
seasons are, and what seasons might have meant to
Indigenous people pre-European arrival. How would
seasonal changes have affected their lives? Add
questions to KWEL chart.
 As a class, students will team read a fact sheet
(Department of Education (WA), 2010) about
Noongar seasons, and the way that these seasons
shaped their movement within their country and the
foods that they ate.
 Chloe Dunlop
Week 3
Session 1
Indigenous Life – Migration and Song lines
Learning intentions
Students will:
 Understand:
o Indigenous groups had, and continue to
have, an intricate knowledge of the land
and seas, which is reflected in practices
in daily life.
 Know
o As part of travelling for seasonal or
ceremonial reasons, Indigenous people
used their vast knowledge of the land to
create songs describing the land to
navigate across the country.
 Be able to do:
o Acknowledge the Indigenous peoples’
connection to their environments and
appreciate the care taken and skill
involved in navigation through song lines.
Assessment:
Formative assessment – Students will create their own
(written) song lines to direct a partner to a spot around the
school grounds. They will evaluate the level of success
their partner experienced in navigating according to their
directions.
Teaching strategies
 Open with a stimulus question: ‘If you wanted to
travel to Sydney by car, how would you make
sure you got to the right place? if you didn’t have
a map?’ Have this lead into an Inquiry question –
‘How would Aboriginal people be able to move
from place to place without a map?’.
 Use Colin Jones’ (2013) video to explain to
students why Indigenous groups would move
around the country (for ceremonial reasons or
when an environment started to become depleted
of food), and how they used Song lines to
navigate.
 Show students a video example of a Song line,
where an elder is teaching about how to follow the
path, according to history and geographical
landmarks (Discovery Channel, 2015).
 Students will be introduced to their task: to design
a written song line in order to guide a partner to
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 In small groups, students will use the Bureau of
Meteorology’s (BOM) Indigenous Weather
Knowledge website (BOM, 2016) to investigate the
division of seasons for different Indigenous groups.
They will create a poster to inform their classmates of
these established seasons, and what foods were
collected at what times of the year for that group and
their location. Posters will be presented between
groups.
 Students will compare the posters, and contrast
these with the typical European Australian diet, which
is rarely influenced by seasonal produce. Students
will suggest reasons why Indigenous-style seasonal
produce might be more environmentally sustainable.
Week 4
Session 1
Indigenous Technology – Clothing – ‘Day in the Life’ Part 2
Learning intentions
Students will:
 Understand:
o There was, and still is, a great deal of
diversity in the living practices of different
Indigenous groups, which was/is often
influenced by their geographical location and
environment.
 Know
o The types of clothing made by different
Indigenous groups, and how this suited that
particular group’s needs.
 Be able to do:
o Explain the differences in clothing styles and
materials used between different Indigenous
groups, and identify the reasons for these
differences.
Assessment:
Summative assessment (ongoing) – Students continue to
build upon their ‘Day in the Life’ diorama. Again, students will
source reliable information about their chosen Indigenous
group and the types of clothing they made and used, and the
purposes for these choices. They will make short written
annotations to explain their learning and justify their
information source choices.
Teaching strategies
 Students will add to the KWEL chart about what they
already know about the Indigenous people and what
types of clothing and body decorations they used.
They will also add what type of things they would like
to know about traditional clothes.
 Using these Want to Know questions, the teacher will
compile a list of questions for students to research,
such as what materials were used to make clothing,
what clothing and decorations looked like, etc.
 In the same Indigenous Language Group focus
groups, students will source reliable information to
help them answer these questions. Where needed,
students can be directed to sources such as Koori
History (2016) for help with finding information.
 Using their research, they add to their diorama a
figure or figures with traditional-styled clothing or
body decorations to represent their learnings.
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get from one place within the school to the other.
They will need to use landmarks to guide their
partner, and can reference events that do or have
taken place somewhere to describe a location
along the way. Students will swap song lines with
their partner, and use the instructions to navigate
their way to their unknown end point.
 As a conclusion, students will compare their
expectations with the results of where they/their
partner ended up, and discuss how it might feel to
have been a pre-European Indigenous person,
memorising song lines and following them in order
to navigate.
Session 2
Indigenous Technology – Shelter – ‘Day in the Life’ Part 1
Learning intentions
Students will:
 Understand:
o Pre-European arrival, many Indigenous
groups relocated on a cyclical basis,
which informed their living practices.
 Know
o The types of shelters built and used by
different Indigenous groups, and the
purposes for the diversity in shelter styles.
 Be able to do:
o Explain the differences in shelter styles
and materials used between different
Indigenous groups, and by many groups
lived in temporary accommodation rather
than the permanent buildings that we live
in today.
Assessment:
Summative assessment (ongoing) – Students will
scrutinise information sources to find reliable information
on a chosen Indigenous group. From this research, they
will design the first part of their ‘Day in the Life’ dioramas
depicting the shelters that group, and form written dot
point annotations to explain materials and shelter styles,
and the reasons for these choices. Teacher feedback
provided.
Teaching strategies
 Students will revise previous lesson content about
how we can determine whether our information is
reliable – Where does it come from?, Is it written
by someone who knows what they’re writing
about?, Does it sound right according to what we
already know?, etc.
 Students will add to the KWEL chart about what
they already know about the Indigenous people
and what types of shelters they lived in. They will
also add what type of things they would like to
know about shelters.
 Using these Want to Know questions, the teacher
will compile a list of questions for students to
research, such as what materials were used to
build Indigenous shelters, what shelters looked
like, etc.
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 Like the previous lesson, they will also use dot points
to summarise their learning, and explain the styles
and materials used by this Language Group in their
clothing designs. They will also justify what
information they used to form their understandings,
and how they feel it is reliable.
Session 2
Indigenous Life – Dear Diary – ‘Day in the Life’ Part 3
Learning intentions
Students will:
 Understand:
o There was, and still is, a great deal of
diversity in the living practices of different
Indigenous groups, which was/is often
influenced by their geographical location and
environment.
 Know
o Routines and practices undergone by
different Indigenous groups, such as
gathering food, travelling or building shelter,
and how these groups interacted with their
environment as they carried out these tasks.
 Be able to do:
o Using the model and information learned in
previous lessons, write a short narrative, in
the form of a diary entry, of a day in the life of
an Indigenous child from their assigned
language group.
Assessment:
Summative assessment (conclusion) – Students write a short
journal entry from the perspective of an Indigenous child in
from their allocated Language Group. This journal entry will
form a companion to their dioramas, and illustrate some of
the practices they have shown in model form, to demonstrate
the students’ understanding of aspects of Indigenous life pre-
European times. Teacher feedback provided.
Teaching strategies
 Students will add to the KWEL chart about what they
have learned about the Indigenous people in this
unit, providing information to fill the What we have
Learned section of the chart.
 The teacher will read a short example of a
fictionalised journal entry, from the book ‘The Girl
from the Great Sandy Desert’, by Jukuna Mona
Chuguna, and point out how it describes some of the
normal events in the life of an Indigenous girl from
the Walmajarri people in the desert areas of now-
WA, SA, and NT.
 Using their diorama annotations and previous
learning of how their assigned Language Group
builds shelter, makes clothing, and the food that they
eat, students will develop a short narrative in journal
entry form. This journal entry will form a companion
to their group dioramas, and show their
understanding of how different Indigenous groups
lived prior to European arrival, and the connections
between that group and their environment as
evidenced by their social practices.
 Chloe Dunlop
 In groups that have chosen or been assigned an
Indigenous Language Group, students will use
their knowledge of reliable information sources to
help them answer these questions. Teacher
assistance can be given, such as directing
students towards sites such as the Aboriginal
Culture website (Welch, 2017).
 Once they have collected their answers, they will
go about building a diorama to represent their
learnings. They will also need to write a short
annotation to be displayed with their diorama,
explaining how this Language Group built and
utilised shelters, and why they built the styles that
they did. They will also justify what information
they used to form their understandings, and how
they feel it is reliable.
Potential HASS sub strand connections
Geography: Looking at characteristics of places,
comparing how Indigenous groups adapted their diet,
shelters, and clothing to the available resources in vastly
different geographical locations. Additionally, studying
how resource use relates to sustainability.
Civics and Citizenship: Identification and understanding of
cultural groups within Australia, and cultural connections
to one’s sense of identity and feeling of belonging within
society.
Topic background resources (for teacher use
only) to support teaching learning for the unit
Rickard, J. (2017). ‘Aboriginal Australians’, in Rickard, J.
Australia: A Cultural History. 3rd edn. Monash University
Publishing, Melbourne. pp. 3-19. Retrieved April 19, 2018,
from:
http://web.b.ebscohost.com.ezproxy.flinders.edu.au/ehost/
ebookviewer/ebook?sid=1a07c782-18db-4639-91bd-
f46397e7e3c5%40pdc-v-
sessmgr01&ppid=pp_3&vid=0&format=EB.
Hirst, J. (2014). ‘Why did Aboriginies not become
farmers?’, in Hirst, J. Australian History in 7 Questions.
Black Inc., Victoria. pp. 5-26.
Bureau of Meteorology’s (BOM) Indigenous Weather
Knowledge website (BOM, 2016) – Descriptions of
Seasons for different Indigenous groups, and the
resources (food, particularly) they accessed in each
season.
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 These journal entries will be read to partners within
the class.
 As a conclusion activity, students will add any further
new understandings to the KWEL chart. They will
also discuss how this unit influenced their thinking
about what it means to be Indigenous, how their
opinions of Indigenous people have changed, and
any ideas about how this unit and study of
Indigenous beliefs and practices could influence
change in our own lives.
Potential other learning area connections
English: Narrative writing – directly relates to the Year 4
English curriculum and to a planned unit for this practicum.
Mathematics: The use of directions, scales, and landmarks
when interpreting maps and describing locations.
Science: The relationship between humans, animals, and the
environment, particularly the ecological impact human activity
can have on various habitats and how to balance this impact.
Also, looking at materials and their properties, particularly
with regards to natural materials and why they serve different
purposes well.
Languages (Spanish): Identification of the variety of
languages spoken in Australian society, as well as exploring
the idea of language as a form of identity.
Pedagogical resources to support the teaching
of the unit
Jigsaw Learning Strategy: Frangenheim, E. (2005). Chapter
4 - The Power of Three: Cooperative Strategies, in
Reflections on Classroom Thinking Strategies: Practical
Strategies to Encourage Thinking in your Classroom. 6th
edn. SAGE Publishing, California. Retrieved April 24, 2018,
from: https://flo.flinders.edu.au/pluginfile.php/2769489/
mod_resource/content/4/Reading_1_Jigsaw.pdf.
Inquiry Learning: Roberts, M. (2010). Geographical enquiry.
Teaching Geography, 35(1), pp. 6-9. Retrieved April 24, 2018
from: https://search-proquest-
com.ezproxy.flinders.edu.au/docview/232423673?accountid=
10910.
Purposeful Creative Teaching for History: Buchanan, J.
(2013). 'Creative teaching and assessment practices', in
Buchanan, J. & Batchelor Institute of Indigenous Tertiary
Education, History, geography and civics: teaching and
learning in the primary years. Cambridge University Press,
Cambridge. pp. 109-129. Retrieved April 20, 2018, from:
https://flex.flinders.edu.au/file/5124c98d-d0b4-4b8c-a615-
1877934c3f1c/1/Creative%20teaching%
20and%20assessment%20practices.pdf
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Assessment rubric for the unit

A Day in the Life Name: _____________________________________

PROJECT RUBRIC
Components:
5 Points 4 Points 3 Points 2 Points 1 Point
Shelter is accurate
Shelter is Shelter is
for this Language
reasonably reasonably Shelter may not be
Group’s shelter Shelter not accurate
accurate for this accurate for this very accurate for
style and materials for this Language
Language Group. Language Group. this Language
Diorama: Shelter

used. Notes are Group. Few notes

Notes are detailed, Notes are given, Group. Few notes
very detailed, with are given.
with some with attempts are given, minimal
connections made Information about
connection made made to connect environmental links
to environmental environmental
to environmental with environmental are made, and
links between connections or
links, and links, but information used
humans and sources not
information used information used may be
habitat, and provided.
was mostly may be questionable.
information used
reliable. questionable.
was reliable.
Clothing is
accurate for this Clothing is Clothing is
Language Group’s reasonably reasonably Clothing may not
Clothing not
shelter style and accurate for this accurate for this be very accurate
accurate for this
materials used. Language Group. Language Group. for this Language
Diorama: Clothing

Language Group.
Notes are very Notes are detailed, Notes are given, Group. Few notes
Few notes are given.
detailed, with with some with attempts are given, minimal
Information about
connections made connection made made to connect environmental links
environmental
to environmental to environmental with environmental are made, and
connections or
links between links, and links, but information used
sources not
humans and information used information used may be
provided.
habitat, and was mostly may be questionable.
information used reliable. questionable.
was reliable.
 Chloe Dunlop dunl0027 2046935
Detailed and
imaginative diary
entry describing
some of the
Narrative: Journal Entry

experiences a child Reasonable diary

Incomplete or
in this Language Detailed diary entry. Attempts Little detail in diary
unsatisfactory diary
Group and entry. Good made at entry. Little prior
entry. No attempts
location might environmental environmental learning or
made to incorporate
have experienced. links. Prior learning links. Some prior environmental links
prior learning or
Great evident. learning incorporated.
environmental links.
environmental links incorporated.
between humans
and habitat. Well-
grounded in prior
learning.

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