Eliza Juniper Unit of Work and Justification
Assignment 3 EDUC 4726
Unit of Work outline and an extended writing task on
constructing the Unit of Work
Sub strand: HASS
Year level: 4
Year level theme –
Students will study European exploration and
the First Fleet, colonisation in Australia, and
life for Aboriginal People pre- and post-
contact.
Knowledge and Understanding Content
Descriptions covered
Stories of the First Fleet, including reasons
for the journey, who travelled to Australia,
and their experiences following
arrival (ACHASSK085)
The nature of contact between Aboriginal and
Torres Strait Islander Peoples and others, for
example, the Macassans and the Europeans,
and the effects of these interactions on, for
example, people and
environments (ACHASSK086)
Knowledge and Understanding
Achievement Standards aspects
assessed
- Students recognise the significance of
events in bringing about change
- They can explain how and why life changed
in the past and identify aspects of the past
that have remained the same.
- They describe the experiences of an
individual or group in the past
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Length: 4 weeks
Concept focus
The fundamental concepts that this unit will
assess students on are perspective and
empathy.
Inquiry and Skills Content Descriptions
covered
Pose questions to investigate people, events,
places and issues (ACHASSI073)
Examine information to identify different points of
view and distinguish facts from opinions
(ACHASSI077)
Locate and collect information and data from
different sources, including observations
(ACHASSI074)
Present ideas, findings and conclusions in texts
and modes that incorporate digital and non-
digital representations and discipline-specific
terms (ACHASSI082)
Interact with others with respect to share points
of view (ACHASSI080)
Inquiry and Skills Achievement Standards
aspects assessed
- Students develop questions to investigate.
- They locate and collect information
and data from different sources, including
observations to answer these questions.
- When examining information, they distinguish
between facts and opinions and detect points of
view.
- They share their points of view, respecting the
views of others.
Eliza Juniper Unit of Work and Justification
Brief description of the unit’s purpose
Students will study European exploration and
colonisation in Australia and life for
Indigenous Australians pre- and post-contact.
They will develop empathy and understand
perspective when discussing the reasons for
these events occurring and the impact and
effect these events had on people and the
environment.
Opportunities to incorporate Cross
Curriculum priorities
The Cross Curriculum priority ‘Aboriginal and
Torres Strait Islander Histories and Cultures’
is incorporated into the learning sequence
lessons 4-8. Students engage with learning
about Aboriginal Australian’s ways of living
and relationship with the land, and then
discuss how and what changed when
Europeans settled on their land.
Learning activities/experiences
- Role Play of convict and free settler
- Perspective writing from convict/judge in
Britain during 1800s
- Perspective Art work- students complete a
‘perspective saying’ and draw an image of the
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- Students sequence information about events
and the lives of individuals in chronological order
with reference to key dates.
- Students present ideas, findings and
conclusions using discipline-specific terms in a
range of communication forms.
Key Inquiry questions to guide unit
thinking
- Why did the journey of the First Fleet
occur?
- What was life like for Aboriginal and
Torres Strait Islander Peoples before the
arrival of the Europeans?
- What was the nature and consequence
of contact between Aboriginal and
Torres Strait Islander Peoples and early
traders, explorers and settlers?
Opportunities to incorporate General
Capabilities
Literacy- students understand, analyse and
evaluate information provided through video and
text format. They make meaning of the things
they see and read, and present ideas and
opinions through their formative and summative
tasks which express their thoughts and emotions
(empathy), and interact with others within the
learning sequence.
ICT- Students work collaboratively with ICT to
effectively and appropriately to access and
communicate information and ideas about
Indigenous Australian’s life pre-contact. They
engage with ICT to develop a narrative with
accurate historical elements.
Critical and creative thinking- Students
evaluate new knowledge and concepts and
consider alternatives of perspectives. They use
reason, logic and imagination when creating
their historical narrative.
Intercultural understanding- students learn
about and come to understand different cultures,
such as Indigenous Australians, and the values,
languages and beliefs they hold which shape
their identity. They develop empathy and respect
for this culture.
Assessment tasks
Formative
- Before and After chart
- Venn Diagram of similarities and differences
- RAN Chart
Eliza Juniper Unit of Work and Justification
person whose perspective they write from
- Writing of a historical narrative with a
drawing of their allocated convict
- Before and After Chart/Anticipation
Guide/Venn Diagrams/RAN chart used to
record students’ thinking and learning
ICT resources available
ABC videos- ‘First Fleet’ and ‘early
encounters between European colonisers
and First Australians’
Convict database-
http://www.fellowshipfirstfleeters.org.au/shi
ps.html
Lesson outline for the 4 week unit
Week 1
Lesson 1- First Fleet
Used as a pre-assessment tool to assess
what students already know and
understand about the First Fleet from their
extensive study on it last year.
Pedagogical questions used to assess prior
understanding:
- What do we already know about the First
Fleet?
- When did it happen? How long ago is
that?
- What are the stories about this?
- Why did it happen and who did it effect?
These will be added to a ‘Before and After’
Chart.
Students engage with a 4-minute ABC ‘First imaginatively but realistically about a situation
Fleet’ video which discusses life in
England, the journey and conditions of the
First Fleet, and touches on life after arrival. situation.
http://education.abc.net.au/home#!/media/1
957482/first-fleet
Students conclude lesson by adding to their
‘Before and After’ Chart.
Lesson 2- Conditions of Life in
Britain/England.
Students engage with a reading about life
and conditions in England. Teacher will
lead a discussion which draws clear links
between ‘cause and effect’ (for example;
poverty in Britain led to starvation, which
meant people had to steal to survive, which
created overcrowding in their prisons when
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- Perspective Artwork
Summative
- Historical Narrative
Learning resources available
SCOOTLE links: Paintings and artefacts of
Free Settlers and Indigenous Australians
http://www.scootle.edu.au/ec/viewing/R11438/inde
x.html#
https://www.scootle.edu.au/ec/viewing/R11334/ind
ex.html?location=carousel
Based on 2@90 minute periods per week
Week 2
Lesson 3- Life in a Colony (treatment of and
their experiences).
Students will complete an ‘anticipation guide’
before reading two passages written in letter
form from a person describing life in the
Colony as a high-class settler and as a
convict.
This will encourage students to consider the
perspective of a higher-class settler compared
to a convict and what their different
experiences were.
Students will complete their ‘anticipation
guide’ after reading.
Students will then create a short role-play with
their peers, acting out the role of a convict and
a settler. Students are encouraged to think
these people could find themselves in and
how they would act, think and feel in this
Lesson 4- Life for Aboriginal and Torres Strait
Islander people before arrival (make specific)
Inquiry based questions:
- What are the stories of ATSI people?
- What do these stories make you wonder?
- What do these stories say about the
importance of country, land and place to
Aboriginal people?
- What else do you want to know about how
Aboriginal people lived?
Students will use a lotus diagram with the
question ‘What was traditional life like for
Eliza Juniper Unit of Work and Justification
they were caught).
Following this discussion students will
complete a ‘Same and Different’ diagram
that encourages students to think about the
issues that Britain suffered from and the
experiences of people living there, and then
the issues and experiences of people living
here in Australia today.
This activity will encourage students to
think about what has changed or remained
the same as time has gone on.
As an anchor activity students will consider
the question ‘do you think the rules and
punishment governing England were fair?’
and then will write a response from the
perspective of a judge who handed out the
punishments or from a poor convict
charged with theft.
Week 3
Lesson 5- The nature and consequences
of contact between Aboriginal People and
Europeans.
Students will be given a RAN chart with the
5 columns of ‘what I think I know?’
‘Confirmed’ ‘Misconceptions’ ‘New
learning’s’ and ‘Wondering.’
They will be asked to think about the
question “What happened when Europeans
colonised Australia?”
Class will brainstorm some ideas as a class
and students will be encouraged to
continue adding their own thoughts,
wonderings and new learning’s as the topic
goes on.
Comparing and analysing images from the
past:
Teacher will put on electronic whiteboard
an image of Europeans during the time of
colonisation.
- Who do you think painted this? What is
their point of view? Is there a different story
that shows a different point of view?
Guided by student’s answers teacher will
display image of Aboriginal people during
the time of colonisation.
- Is this painting a useful source of finding
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Aboriginal people?’ in the centre. As a class,
students will design a subsequent 8 questions
around this topic. These may be questions on
topics such as ‘what did they eat?’ ‘how did
they get their food?’ ‘what did they believe in?’
‘what work did women and men do?’
Students are separated into small groups and
must complete research to answer an
allocated question. Students are guided to
consider the reliability of the sources they are
analysing.
Lesson concludes with teacher leading a
discussion and creating a class lotus diagram
on the board.
Week 4
Lesson 7- Developing a historical narrative.
Students will be allocated the name of a
convict who was a First Fleet passenger.
Using historical sources (an online database
of convict backgrounds
http://www.fellowshipfirstfleeters.org.au/ships.
html) and information they have gathered,
students will write a historical narrative. The
key inquiry questions are:
- What was life like before they came to
Australia?
- Why did they come here?
- What was the experience like of living on a
ship of the First Fleet?
- How was life different after they arrived
here?
This story must be written from their
perspective, must include historical terms,
dates or information they have learnt, but it
can also be as creative as they like (within
reason).
If students are struggling with what to write,
suggest they watch the video of either ‘life as
a female convict’ or ‘life as a male convict’
(depending on the gender of their assigned
character) to find out more information.
http://education.abc.net.au/home#!/digibook/2
887637/the-colonisation-of-hobart
Anchor task: Draw an image of what you
imagine your convict to look like.
Eliza Juniper Unit of Work and Justification 2153253

out how Aboriginal people lived in the past

and what their point of view was?
- Are these two paintings factual?
- What can we use to find out more
information about this? (artefacts,
stories, museums)
Lesson concludes with students adding to
their RAN chart.
Lesson 8-
Students will complete their historical narrative
and will utilise a checklist given by the teacher
to ensure they have appropriately met the
standards they will be marked upon.
Their narrative must be neatly written onto a
‘historical scroll’ (made by the teacher).

To conclude the unit, students will refer back

Lesson 6- Students are given a reading to their initial brainstorming and graphic
about what happened when Europeans first organisers and will reflect on what their
made contact- including Captain Cook’s previous assumptions were about the topic
perspective of Aboriginal people when he and what they have learnt now. Students will
first landed and what happened after they share their thoughts with the class.
settled (clearing land, shooting animals).
Students engage with a video ‘early
encounters between European colonisers
and First Australians’ which describes
Captain Cook’s initial perspective when
landing, the first contact with Aboriginal
people, and the conflict that arose soon
after.
http://education.abc.net.au/home#!/medi
a/3002316/aftermaths

Teacher will lead discussion:

How can we make sense of this
information?
How do you think ATSI people felt when
Europeans arrived?
How do Europeans feel about these
experiences?
How do you think the Europeans felt and
thought about this?
How would you feel?
What were the short and long-term
consequences on the way ATSI people
lived?

Students will then create a ‘Perspectives’

piece of artwork. This art work has a
‘perspective’ written from the point of view
of an Indigenous Australian or of a
European settler. Students are to draw an
image of the person whose perspective this
is.
Potential HASS sub strand connections Potential other learning area connections
Eliza Juniper Unit of Work and Justification 2153253

Geography: They identify the

interconnections between components of
the environment and between people and
the environment.

Citizens and citizenship:

- They describe factors that shape a
person’s identity and sense of belonging.
- Students develop questions about the
society in which they live and locate and
collect information from different sources to
answer these questions.
- They examine information to distinguish
between facts and opinions, identify points of
view and to draw conclusions.
- They share their points of view, respecting
the views of others, and identify the groups
they belong to.
- Students present ideas and conclusions
using discipline-specific terms in a range of
communication forms.

Topic background resources (for teacher Pedagogical resources to support the

use only) to support teaching learning
for the unit
Mackay, F and Johnson, N. (2016)
Australian History Centres. Blake Education
Publishers.
ABC online resources.
http://education.abc.net.au/home#!/media/1
957482/
AC History Units. First contacts — the First
Fleet. History Teachers' Association of
Australia: Education Services Australia.
Online website: Fellowship First Fleeters
http://www.fellowshipfirstfleeters.org.au/shi
ps.html
teaching of the unit
Buchanan, J. (2013) History, geography and
civics: teaching and learning in the primary
years. Chapter 7: Creative teaching and
assessment practices. Pp.109-130. Cambridge
University Press.
Cooper, H. History 3-11: a guide for teachers.
Chapter 5: Excellent teaching, enjoyable
learning. (2006) P.39-70. David Fulton
Publishers.
Van Drie, J. and Van Boxtel, C., (2008).
Historical Reasoning: Towards a Framework for
Analyzing Students' Reasoning about the
Past. Educational Psychology Review, 20(2), pp.
87-110.
Wiggins, G., & McTighe, J. (2005).
Understanding by design (2nd ed.) Chapter 1
“Backward Planning” pp. 13-93. Alexandria, VA:
Association for Supervision and Curriculum
Development.
Reynolds, R. (2019). Teaching humanities and
social sciences in the primary school (Fourth
ed.).
Pohl, M (2000). Still Learning to Think, Thinking
to Learn within the Australian Curriculum.
Section 2: Gardner’s Multiple Intelligences. Pp.
48-56. Hawker Brownlow Education
Eliza Juniper Unit of Work and Justification 2153253

Pohl, M (2000). Still Learning to Think, Thinking

to Learn within the Australian Curriculum.
Section 1. Bloom’s Taxonomy in Assessment
and Reporting. Pp.39-47. Hawker Brownlow
Education

Rubric:

Above standard At standard Below standard

Historical skills:
Student utilise their Student show some Student shows little
Develops questions research and relevant evidence of use of evidence
about the past, locate information to add factual, research and and provides some
and identifies relevant historical elements in their relevant information incorrect or non-
information from narrative. to add factual, factual historical
historical sources historical elements elements in their
(ACHASSI073, in their narrative. narrative.
ACHASSI074)

Perspective and Clearly explains Shows some Shows little

empathy concepts perspective and understanding of understanding of
developed: demonstrates empathy. perspective and the perspective and
Analysing and empathy. empathy.
Interpreting different
points of view and
perspective
(ACHASSI077
Develops a historical Develops a clear and Develops an Develops a
narrative using purposeful historical effective historical narrative text to
historical terms that narrative using explicit narrative using describe inquiry
sequences the historical terms and clearly effective historical findings using
historical events of life sequences events and terms and an some terms
in Britain, the First dates in chronological effective sequences denoting time.
Fleet, and order. events and dates in
colonisation chronological order.
(ACHASSK085)
Stories of the First Comprehensively explains Explains reasons for Describes some
Fleet, including reasons for the journey on the journey on the aspects of the life
reasons for the the First Fleet, the First Fleet, the before and after the
journey, who travelled experiences of life in the experiences of life in First Fleet.
to Australia, and their past before and after the the past before and
experiences following arrival in Australia, how life after the arrival in
arrival (ACHASSK085 has changed and stayed Australia and how
- Scootle ) the same. life has changed in
the past and/or
stayed the same.
Eliza Juniper Unit of Work and Justification 2153253

Assignment 4: Extended writing on constructing a Unit of Work

Within this unit of work student’s will engage with the historical inquiry skills of developing
questions, research, analysing, evaluating and reflecting and communicating. This is done
through students posing a range of questions about the past, identifying and locating
relevant sources of information related to Aboriginal Australian’s and their life before
European contact, comparing this information from a range of sources in a group setting,
identifying the different perspectives of people in the past, developing texts that reflect on
and communicate the key concepts and ideas. To drive students towards more deep
understandings and skills, this unit of work was designed with a historical enquiry approach
designed to develop not only the key knowledge and ideas of the topic but the skills needed
to question, analyse, evaluate, compare and think critically and empathetically about the
world around them.
Based on Buchanan’s (2013) research and Wiggins and McTighe’s ‘Backward Design for
Learning’ (2005), my approach for planning and organising my teaching and learning
sequence began with the intended learning outcome. This unit of work was developed
around all seven of the fundamental History concepts however the main learning goal was
for students to be able to demonstrate concepts of perspective and empathy for those who
were on the First Fleet, the convicts of the first colonies, and for the Aboriginal people whose
land was colonised upon. These ideas appropriately meet the Australian Curriculum
standards and inquiry questions for Year 4 students.
Knowing this goal allowed me to refine my idea of what sort of evidence and assessment I
could collect that demonstrated students’ understanding of the desired concepts. It was
important for me to understand how much prior knowledge and understanding my students
brought to the topic so I would be able to appropriately assess them on a criterion-
referenced base, not compared to their peers (Buchanan, 2013). A pre-assessment activity
was completed on the first lesson of the Unit where students were asked as a class to
brainstorm what they knew and remembered about the First Fleet. A range of formative
assessment pieces were designed to inform me of students growing knowledge and depth of
understanding of the context in which the events occurred and the perspective of those who
were involved. These formative assessments were gathered through teacher observation
and a range of work samples and concept maps (such as the RAN and ‘Before and After’
Chart). Using the collected samples of student work and their final summative assessment
piece, students would be graded individually about whether they met the learning goal of
writing a narrative that combined both historically accurate elements and their imagination
and empathy to create a narrative written from the perspective of a convict who lived in
Britain, sailed on a ship in the First Fleet, and then was a convict in one of Australia’s first
colonies. Knowing how I would assess and grade my students, I was then able to move to
Wiggins and McTighe’s (2005) final stage and plan a sequence of authentic learning
experiences and instructions.
Van Drie and Van Boxtel (2008) state that it is important to empower students to understand
history, to appreciate the context, to deliberate and judge, reflect on the causes of historical
events and their significance, and to reflect on the impact of the past on the present. As
stated in Taylor and Young’s description of historical literacy (2003), it is important for
students to develop a language of history in time, the vocabulary related to the context and
time, the language associated with causes and effects over time and the similarities and
differences between past and present. These concepts of historical literacy were interwoven
through class discussions and learning activities that took place throughout the Unit,
Eliza Juniper Unit of Work and Justification 2153253

however they were specifically addressed in the first three lessons to scaffold students’
knowledge and develop their skills so they would be adept at using this language throughout
their formative and summative work.
When planning this unit of work and designing students’ learning it was important to consider
the essence of the historical concepts along with the content descriptors. It was important for
me to bring to life the inquiry questions of the Australian Curriculum and to also develop a
series of historically literate questions that guided students throughout the learning sequence
and saw them question, interpret, compare and evaluate the things they read, saw or heard.
The ‘Bringing it to Life’ (BITL) tool was an effective starting point that saw me develop a
range of different questions which I further developed by utilising Van Drie and Van Boxtel’s
‘Framework of Historical Reasoning’ (2008). Throughout this Unit a range of descriptive,
causal and evaluative historical questions were used to elicit more rich historical reasoning.
These questions were guided by meta-concepts, which guide the asking of questions about
the past, such as evidence, cause, explanation, empathy, time, change and source (Van
Drie and Van Boxtel, 2008).
Lesson one is an opportunity for shared discussion and brainstorming about the First Fleet.
The initial question ‘what do we know about the First Fleet?’ is used to open up a discussion
about the historical context in which these events took place, what caused this event and
who it effected, the different stories of this time, and the range of sources this information
could come from. These questions are explored in further detail throughout different lessons
in this unit, so to stimulate students’ reflections and comparisons about where they started in
regards to their knowledge and understanding about this topic and how they have
progressed with their learning, a ‘Before and After’ Chart is utilised.
Van Drie and Van Boxtel’s (2008) Framework outlines the idea of contextualisation, which is
the need for one to have an understanding of the historical context to accurately interpret
and understand an event. As suggested by their framework, questioning in lesson one uses
a chronological frame of reference ‘when did the First Fleet happen?’ and ‘how long ago is
that?’ Guided by students answers, I will use dates and specialised terms to discuss the
period and year in which the First Fleet departed, how long the journey took, and the year of
their arrival. Lesson two further develops the chronological frame of reference through more
in-depth discussion and research about life in Britain during the 1800s, but also uses a social
frame of reference, such as human behaviour and social activity such as socio-economic
and socio-cultural conditions of life (Van Drie and Van Boxtel, 2008). The social frame of
reference plays a major role in students’ development of perspective and empathy for the
people living in that period, as well as starting to consider the aspects of continuity and
change, and cause and effect.
Similar to these concepts, Reynolds (2014) quotes a DEST study The Future of the Past
(2000), which listed the key elements of historical thinking and understanding as a capacity
to establish causal links between events, an understanding of change over time and an
ability to see events from the point of view of participants. The learning activities are
designed to address these key elements by stimulating students thinking of these concepts
through a class discussion in which the teacher helps students establish links between the
issues that arose in Britain, what caused these issues, and what effects they consequently
had. A ‘Same and Different’ diagram was used to help students make connections and find
relevance in their study of this time period to their own life, and to think about what has
changed or remained the same as time has gone on.
After developing a base of knowledge on these areas I was able to then plan a set of
activities, materials and resources that were creative, authentic, rich in technology, used the
Eliza Juniper Unit of Work and Justification 2153253

voice of my students and approached multidimensional intelligences. Research on Taylor

and Young’s concept of historical literacy, as described in Reynold’s 2014 text ‘Teaching
Humanities and Social Science in Primary School,’ and Cooper (2006) and Buchanan’s
(2013) similar ideas of creative teaching presented in their own individual texts, were
influential in guiding this process.
Van Drie and Van Boxtel (2008) and Taylor and Young (2013) both describe the need for
history to have elements of debate, argumentation, reasoning and critical thinking that
surround learning. Lesson five of this unit is a crucial moment for students to develop these
skills when discussing the nature and consequences of contact between Aboriginal People
and Europeans. Students will be given a RAN chart with the 5 columns of ‘what I think I
know?’ ‘confirmed’ ‘misconceptions’ ‘new learning’s’ and ‘wondering’ to help guide their
learning and reflections about their previous thoughts and new knowledge. In this lesson
students will compare and analyse images from the past, some which display European’s
landing and settling on Australian soil, and others which display Indigenous People before,
during and after colonisation.
To stimulate historical reasoning, questions about the images will be presented to the
students to encourage them to ask questions about what they see, develop reasonable
guesses about the perspective and reliability of the images, and critically think about how the
events they are portraying could be interpreted differently. It is important for students to learn
to consider the concepts of contestability and evidence in their learning, not just accepting
the things that they see. Following this, students will discuss how they could find more
sound, factual evidence that support the events portrayed in the images. Van Drie and Van
Boxtel (2008) state that the quality of students’ historical reasoning is influenced by the
nature of the task as well as the historical materials provided. I selected a range of ICT
sources and materials to strengthen students learning, such as videos and an database
which has artefacts, stories and descriptions about the First Fleet and colonisation. These
sources of information are used to develop students’ final summative piece, a historical
narrative.
Knowing that the final summative task would be aligned with the English standards, I
conducted further research into how to best create an interdisciplinary unit of work.
Cooper (2006) identifies multidimensional intelligence, such as Gardner’s Theory of Multiple
Intelligences, as an effective method in developing an interdisciplinary learning sequence.
Further guidance from Buchanan’s (2013) research on creative teaching, led me to consider
thinking frameworks such as Bloom’s Taxonomy. When designing my learning activities I
drew a lot of inspiration from these frameworks and found that my learning activities
transformed from ‘surface knowledge’ teaching and learning, into authentic and engaging
learning tasks that would help my students become knowledgeable, skilful and enquiring
learners whilst being able to present their learning through a variety of creative learning
activities that would appeal to their interests (Cooper 2006).
Below is a table outlining the different learning tasks that were designed to meet Gardner’s
Theory of Multiple Intelligences and Bloom’s Taxonomy.

Gardner’s Multiple Learning Activity: Bloom’s Taxonomy:

Intelligences:

Verbal/Linguistic Students will create a historical narrative written Creating level

from the perspective of a convict or Aboriginal
Australian person.
Eliza Juniper Unit of Work and Justification 2153253

Visual/Spatial Draw a convict based on the records that were kept Creating level
from the online First Fleet database.
In the ‘Perspectives’ task, draw an image of the
person who your perspective is written from.
Body/Kinaesthetic Create and perform a role-play through the Understanding and
perspectives of a convict and a free-settler. creating level

Naturalist Using a Venn diagram, show the similarities and Analysing level
differences between Britain in the 1800s and
Australia today.
Interpersonal Students will use a lotus diagram to separate into Remembering and
eight groups who will each research a particular analysing level
area of Indigenous Australian’s life before
colonisation. Groups will then present their findings
to the class.

Intrapersonal Pretend you are a judge who has to hand out the Analysing and
punishments to people charged with theft, or that creating level.
you are the convict just charged with theft. Reflect
on how they might be feeling and describe their
motives and reasoning behind their sentence/crime.

Students will complete this unit of work with the necessary inquiry skills and knowledge
defined by the Australian Curriculum, however I endeavoured to challenge my students to
move beyond their surface knowledge and assumptions of the past. I wanted my students to
develop historical literacy and reasoning by asking questions and thinking critically about the
past, the present and the effect significant events had, and to consider evidence, empathy
and perspective when forming an understanding of the thoughts, feelings and actions of
people in the past (Van Drie and Van Boxtel (2008), Taylor and Young (2003), Reynolds
(2013).
Eliza Juniper Unit of Work and Justification 2153253

References:
Buchanan, J. (2013) History, geography and civics: teaching and learning in the primary
years. Chapter 7: Creative teaching and assessment practices. Pp.109-130. Cambridge
University Press.

Cooper, H. History 3-11: a guide for teachers. Chapter 5: Excellent teaching, enjoyable
learning. (2006) P.39-70. David Fulton Publishers.

Van Drie, J. and Van Boxtel, C., (2008). Historical Reasoning: Towards a Framework for
Analyzing Students' Reasoning about the Past. Educational Psychology Review, 20(2), pp.
87-110.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.) Chapter 1 “Backward
Planning” pp. 13-93. Alexandria, VA: Association for Supervision and Curriculum
Development.

Reynolds, R. (2019). Teaching humanities and social sciences in the primary school (Fourth
ed.).
Pohl, M (2000). Still Learning to Think, Thinking to Learn within the Australian Curriculum.
Section 2: Gardner’s Multiple Intelligences. Pp. 48-56. Hawker Brownlow Education

Pohl, M (2000). Still Learning to Think, Thinking to Learn within the Australian Curriculum.
Section 1. Bloom’s Taxonomy in Assessment and Reporting. Pp.39-47. Hawker Brownlow
Education
Eliza Juniper Unit of Work and Justification 2153253