‘Changing
Perspectives’
Personalized Learning
Defining ‘Changing Perspectives’
Understand that changing
perspectives is not something we can
easily do as young children, but as
we grow and learn, we usually
become aware that our perspectives
do not always match the perspectives
of others.
Being able to see something through
the eyes of someone else .
Cause and effect
The Big Question ?
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Does tapping into student’s passion assist in
their engagement in the inquiry process?….
HOW does tapping into student’s passion
assist in their engagement in the inquiry
process? ( And learning in general)
Aims of the National History Curriculum
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Interest in, and enjoyment of, historical study for
lifelong learning and work, including their
capacity and willingness to be informed and
active citizens
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knowledge, understanding and appreciation of
the past and the forces that shape societies,
including Australian society
The National History Challenge
Foundation to Level 6
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THE NATIONAL HISTORY CHALLENGE
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Learn they are capable of researching a topic that
interested them, and that they could successfully compete
against Secondary Schools students.
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Gain a sense of pride in their work and achievements.
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Students to be confident in talking about their topic
because they had researched it thoroughly
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The main focus was for the students to extend themselves,
to follow their interest, to do quality research and prepare a
presentation they would be proud of.
AusVELS History
Content Descriptors
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Changing Perspectives
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Level 1
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Differences and similarities between student’s daily lives
and life during parents and grandparents childhoods.
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Level 2
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The impact of changing technology on people’s lives (at
home, work, travelled, communicated and played)
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Level 3
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One important example of change and ONE of continuity in
the local area. The importance of Country and Place to the
Aboriginal & Torres Strait Islander people
AusVELS History
Content Descriptors
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Changing perspectives
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Level 4
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The ways Australia’s First peoples are connected to Country and
Place.The journey of at least ONE world navigator, explorer and
any impacts. Stories of the First Fleet.
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Level 5
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Patterns of development , aspects of daily life of the inhabitants
including the Aboriginal & Torres Strait Islander people.
The impact of a significant development or event on the colony.-Eureka Stockade; internal exploration; advent of rail;expansion of
farming;
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Level 6 History Achievement Standard
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Identify change and continuity and describe the causes and
effects of change on society.
Compare different experiences of people from the past.
Explain the significance of an individual and a group.
Sequence events and people in chronological order,
Create timelines.
Identify a range of sources.
Develop questions.
Examine sources
Develop texts.
They use historical terms
They use primary and secondary sources.
2014
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National History Challenge 2014 - F to Yr 6
Theme :- Changing Perspectives
Defining ‘Changing Perspectives’
Creating groups
Deciding on a topic - that is relevant to the
History National Curriculum.
Creating ‘Wonderings’ or ‘Research
question’
Completing research
Writing a persuasive text.
Preparing a presentation
The old man and the elephant
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There is an old story of blind men and an
elephant. The blind men all meet and are asked
to describe the elephant.
One says that an elephant is long and skinny
like a snake.
The other says an elephant is like the trunk of a
tree, round and thick.
The third says they are both wrong, that an
elephant is wide and circular like a giant disc.
In some versions, they stop talking, start
listening and collaborate to see the full
elephant.
When a sighted man walks by and sees the
elephant, they also learn they are blind.
My library program
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3/4 hour weekly lesson
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Children borrow during their lesson
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Focus is on history
Year 6 entering the National History Challenge
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Yr 6 2014
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Long Service Leave.. 8 weeks
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(last 2 weeks of Term 1 and 6 weeks of Term 2)
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Preparation work completed before taking LSL.
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Students to research during my absence and to
be in contact via email as to their learning's.------Google docs!
The class
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2014 = two Yr 5/6 classes
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19 students in Yr 6.. 3 have Designated Learning needs..
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History Challenge is a ‘Special Yr 6 ‘ Project
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All have an ESL background.
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Students have difficulty transferring knowledge to writing.
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Students are hesitant to ‘speak up’.
Time allocation
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Took to the end of Term 2 to complete writing
their persuasive essay. 600 to 800 words
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Bibliography
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Start of Term 3 library classes for Yr 6 - 1-1/2
hours each week.
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5 weeks to finish presentation.
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Yr 5 entering the HTAV Historical Fiction writing
competition
The process
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Defining ‘Changing Perspectives’.
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Sheet to ascertain what they are interested in.
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Discussion …what are they interested in…
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Newspapers
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Selecting partners - boy + girl;
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Consulting with class teachers re working groups
Special categories
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Australian Wartime
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Australia’s Heritage;
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Asia and Australia;
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Women’s History
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Australia’s Democracy
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History Teacher’s Prize (Indigenous Perspectives in
Australia and the world, Sport; Human Rights)
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Museum Prize
Learning focus
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Students participate in activities in which they
identify problems that need to be solved. *
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They use a range of techniques to represent the
problem, and work individually and with others,
develop a range of creative solutions and
explore the advantages of generating
unconventional rather than conventional
solutions.
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They begin to develop criteria to select and
prioritise possible solutions.
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They learn to make links between ideas … to
reflect on how ideas and beliefs change over
time .
Choosing a topic
Topic choices and AusVELS
ANZAC DAY - how two songs changed people’s
perspectives.
‘And the band played Waltzing Matilda’ ; ‘I was only nineteen’
AusVELS- Development of Australia as a nation.
INDIGENOUS view of AUSTRALIA DAY - some
Indigenous people want it called SHAME or
INVASION Day.
AusVELS - The lack of citizenship rights for Aboriginal
Peoples and Torres Strait Islander Peoples in Australia.
The forcible removal of children from their families.
Topic choices and AusVELS
WOMEN DOCTORS FIGHT - Constance Stone and
her fight to become a doctor in Melbourne
AusVELS :- investigating the stories of individuals who
fought for rights; Investigate the experiences of democracy
and citizenship of women .
FROMELLE - Lambris Inglesis and his fight to find
the missing bodies from WW1 in Fromelle.
AusVELS:- Considering notable individuals in Australian
public life and their contribution to Australian society.The
story of individuals who fought for rights….
Topic choices and AusVELS
GALLIPOLI OAKS - To change people’s
perspective and use the acorns from the original
Gallipoli Oak tree for the Gallipoli Oak Project.
AusVELS:-Development of Australia as a nation Exploring
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individual narratives using primary sources.
CLOSING THE GAP speeches - The changing
view of Tony Abbott about Indigenous issues.
AusVELS :- The lack of citizenship rights for Aboriginal
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Peoples and Torres Strait peoples in Australia. The forcible
removal of children .
Topics and AusVELS
MARK DONALDSON - Change from a hooligan to a
VC winner
AusVELS:- Notable Australians across public life - Army
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WOMEN AT EUREKA - The changing
understanding of the role of women at Eureka
and the start of Democracy
AusVELS:- Significant event or development in a colony.
Democracy. Investigating the experiences of Democracy
and citizenship for women.
Topics and AusVELS
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WHITE AUSTRALIA POLICY- The history of the
White Australia Policy and it being abolished.
AusVELS Investigating key elements of Australian law.
Examine population data.
BLACK SATURDAY - How the deaths and damage
changed people’s perspective.
AusVELS Cause and effect of change on society.
Research… different forms… visual You
Tube
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Students were matched with a partner from the
other Year 5/6.
Students researched independently.
Then wrote their own 600 word text.
Pairs then were conference to create one
document that reflected their combined findings
and understanding.
You Tube..excursions
RUBRIC …!!!
Quirky happenings that added to
understanding
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Mark Donaldson ;
Closing the Gap speech;
Lambris - Gallipoli
Claire Wright talk;
Gallipoli Oaks;
Aldi T-shirts;
Centenary celebrations;
‘And the band played Waltzing Matilda’;
Constance Stone.
Bushfires;
Excursions deepen understanding and foster
empathy
People are SO helpful
Creating their presentation
2103 Student reflections
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Those who followed their passion were more engaged
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The girls researching Dr Fiona Wood became distressed
when they saw pictures of people who were burnt. But they
persevered and got to State Finals.
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Students learnt they needed to demonstrate empathy to be
historically accurate and not make unfounded judgments.
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Eight of the nine groups got to State Finals and were
definitely assisted by tapping into their passions.
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Two students were the last to form a group and select a
topic…After much negotiation and encouragement they
worked well together and won an Honorable Mention
certificate.