Cross curriculum: Programming ideas for COGs (G): Our fleeting past
Sample programming proforma Stage 2: see also matrix for this component.
Focusing teaching and learning information literacy support: programming ideas: defining
Topic/Unit support:
Our fleeting past: Connected Outcomes Group (G): exploring the impact of British colonisation and how it has
shaped Australia.
Specific focus: How would we find out about early sea explorers to Australia? What was their impact?
Quality Teaching elements:
Intellectual quality
 The task requires sustained focus on key concepts & ideas, & requires clear articulation of the relationships
between & among concepts.
Quality learning environment
 Students determine many significant aspects of the task either independently or with teacher approval.
Significance
 Students’ background knowledge is substantially incorporated into the task, & meaningful connection to outof-school knowledge is integral to the task.
Resources
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Australian history: European exploration, www.australianhistory.org/exploration.php
Captain Cook – Cook claims New South Wales, dl.nfsa.gov.au/module/1319/ [3min 4 sec]
Captain Cook – Great southern continent, dl.nfsa.gov.au/module/1320/ [1min 46sec]
Captain Cook – Obsession and discovery, www.abc.net.au/tv/captaincook/#
Early explorers of Australia, www.abc.net.au/navigators/history/earlyexplore.htm
Endeavour journal, www.nationaltreasures.com.au/treasures/endeavorj/ [5min 0sec])
Exploration timeline - Australian land and sea explorers (1606-1770),
gutenberg.net.au/explorers.html#exploretimeline
The Perth Mint: Great maritime explorers of Australia, www.perthmint.com.au/catalogue/great-maritimeexplorers-of-australia.aspx
SMART Notebook: Our fleeting past
Who was Captain Cook? www.captcook-ne.co.uk/ccne/who.htm [3min 0sec]
See also COGs resource lists.
Pre-unit assessment to gauge current level of understanding (in terms of unit/topic/focus)
eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study
Through class discussion, gauge what students know about early Australia and its European exploration/ discovery, and how
they might find out about them. Brainstorm & concept map:
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Who are the early explorers who came to Australia by sea? Early explorers of Australia, (model Captain Cook)
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What stories have you heard?
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Where did they come from? (model Captain Cook)
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Why did they come? (model Captain Cook)
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How would we find out about these early explorers?
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What do we need to find out about these explorers? (proforma headings)
 What information sources might be best? (generic)
Evidence based practice: To support evidence based practice, gather student work samples at the beginning of
a unit. Later, gather work samples which show the progress made by students through explicit teaching and
scaffolding. Provide feedback on specific learning.
Syllabus outcomes
Suggested teaching and learning activities/strategies
HSIE:
CCS2.1 Describes events and actions
related to British colonisation of
Australia and assesses changes and
consequences
 researches world explorers and
the discoveries they made
 reviews information and reflects
on the importance of these
discoveries for Australia.
explicit; include some planned assessment) for defining
English:
RS2.5 Reads independently a wide
range of texts on increasingly
challenging topics and justifies own
(be
phase of ISP
Assumed knowledge e.g. Introduction from Stage 1 COGs (G)
Brainstorm & concept map:
 Who are the early explorers who came to Australia by sea?
 What stories …?
 Where did they come from?
 How would we find out about these early explorers?
 What do we need to find out about these explorers? (proforma
headings)
 What information sources might be best? (generic)
 Teacher provides timeline list of sea explorers (1660-1770) to
Australia.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds
Cross curriculum: Programming ideas for COGs (G): Our fleeting past
interpretation of ideas, information and
events.
RS2.6 Uses efficiently an integrated
range of skills and strategies when
reading and interpreting written texts.
Related computer competencies
focus:
Students
 discriminate in the choice of
applications for a given purpose
 understand basic terminology of
data base-fields, records, files.
Related information skills focus
area:
define
By the end of this unit students will be
able to
 suggest possible search words
appropriate for a given topic
 understand concept map/flow
chart and plan some headings for
information gathering.
Literature links
Plowman, S. & Pinkney, M. (2001)
Bryce Courtenay introduces the
Australian history collection SCIS
1040266
Boardman, A. (1997) First Fleet SCIS
896862
Clark, A. (2005) Convicted SCIS
1237052
Teacher may share these resources to provide background information
for students
 Australian history: European exploration
 Endeavour journal video (5min 0sec). The cartoon shown towards
the end of the clip summarises Cook’s voyage.
 Captain Cook – Great southern continent video (1min 46sec] for
18th century sea exploration.
Planned assessment
Observation of how well students understand the task as evidenced by
 Background knowledge
o why do people explore?
o do we know of the names of some early European
explorers?
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What kind of information they would like to find?
o what places did the explorers come from?
o how did they travel?
o what difficulties did they encounter?
o why did they come here?
o where can we find some information?
o how will we record it?
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Listing of more than one source that may be appropriate for this
task.
o books
o internet
o charts
o atlas
Teachers could model the creation of a wordle so that students can create their
own word cloud to show key ideas and knowledge about the task as a pre unit
assessment task, e.g.
These instructions may be used to guide students.
The wordle task could be repeated at the end of the unit to check student
knowledge and understanding.
Post unit assessment to determine progress towards stated outcomes
e.g. post-test, guided evaluation sheet, skills achieved in context of outcomes (indicators) and planned assessment
Assessment for learning: Teacher notes students’ ability to ask questions to clarify the task, suggest possible
search words for the topic and plan some headings for information gathering, and explain the task. Can the
students create a word cloud to show key ideas and knowledge about the task? Teacher identifies and assists
students needing guidance to understand and verbalise the task.
© 2010 NSW Department of Education and Training. School Libraries and Information Literacy Unit. Curriculum K–12 Directorate.
Thanks to C. Foley, C. Keane, G. Maugle & J. Reynolds