HISTORY How Did the Kuranda Railway Line Change Lives?

HISTORY – How did the Kuranda Railway line change lives?

UNIT TITLE: How did the Kuranda Railway line change lives?

UNIT OUTLINE CONTENT ASSESSMENT (A) DESCRIPTIONS

Students investigate the significance and Historical Knowledge and Achievement standard history of the Kurnada Rail Understanding By the end of Year 2, students analyse aspects of daily  The impact of changing life to identify how some have changed over recent time technology that the while others have remained the same. They describe a building of the Kuranda person, site or event of significance in the local Railway line played in the community. LINKS TO OTHER LA’S lives of people from the past (ACHHK046) Students sequence events in order, using a range of Art – drama, illustrations terms related to time. They pose questions about the  The history of the Maths Time, seasons and maps past and use sources provided (physical, visual, oral) to development and answer these questions. They compare objects from the Literacy writing building of the Kuranda past and present. Students develop a narrative about Railway. (ACHHK044) the past using a range of texts.

Diocese of Cairns, Catholic Education Services Historical Skills Assessment for Learning Historical Concepts  Sequence familiar KWL Cause and effect objects and events Assessment as Learning (ACHHS047) Empathy  Pose questions about the Assessment of Learning Perspective past using sources Day in the life of diary entry Continuity and change provided (ACHHS049) Freeze frames Significance Unit Reflection (reflection egg or square) evidence  Identify and compare Excursion Reflection (yellow and black hat thinking) features of objects from the past and present (ACHHS051)

 Explore a range of sources about the past. (ACHHS050)

 Develop a narrative about the past (ACHHS053)

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Effective Communicator Designer and Creator

Leader and Collaborator Active Investigator Quality Producer

Diocese of Cairns, Catholic Education Services CROSS CURRICULA PRIORITIES

Aboriginal and Torres Strait Asia and Australia’s Engagement Catholic Ethos Islander Histories and Cultures with Asia

The overarching purpose of Catholic schools of Active engagement of inclusive curriculum This perspective requires students to develop the past, as well as the future, is to bring the practices which reflect Aboriginal and Torres skills, knowledge and understandings related to Good News of Jesus to all who hear it. In the Strait Islander perspectives, knowledge, Asia and Australia’s engagement with Asia. midst of a world of educational, social and histories, cultures and spirituality. A genuine economic change the focus on the holistic commitment to Reconciliation, guided by growth of the individual remains the surest way principles of personal dignity, social justice and The curriculum provides opportunities to know, catholic school can prepare students for the equity, which reflects the Gospel message and understand and be able to: uncertainties of the future. the mission of the Church. 1. Understand ‘Asia’ Defining Features, Diocese of Cairns 2. Develop informed attitudes and values The curriculum provides opportunities to value and respect: The curriculum provides opportunities for young 3. Know about contemporary and traditional Asia people to connect their curriculum experiences 1. traditional knowledge and practices to a living Christian faith. 4. Connect Australia and Asia 2. culture and natural heritage 5. Communicate effectively with people of 3. spirituality the Asian region both within and outside and to critically examine and/or challenge: Australia confidently

1. social constructs

2. prejudice and racism

Sustainability Education Social Emotional Learning Inclusive Education Access to current information about Social and emotional competencies are integral It is by the quality of interactions and environmental issues and promotion of a to academic and work success and are the relationships that all students learn to reflective and responsive attitude towards basis of resilience, relational quality and social understand and appreciate difference, to value stewardship of the gifts of creation. capital. diversity and learn to respond with dignity and respect to all through mutually enriching interactions. The curriculum provides opportunities to reflect The curriculum provides opportunities to upon: develop: The curriculum provides equitable access for 1. the gift of creation 1. Self Awareness and/or positive interactions with students from different backgrounds and with diverse needs 2. an attitude of responsible stewardship 2. Social Awareness and abilities. and to critically examine and/or challenge: 3. Responsible Decision Making

1. the impact of human interaction with the 4. Self-Management natural, built and social environment 5. Relationship Management 2. current environmental issues

GENERAL CAPABILITIES

Information and Critical and Creative Literacy Numeracy Communication Technology Thinking

Students become literate as they Students become numerate as they Students develop ICT competence Students develop critical and creative develop the skills to learn and develop the capacity to recognise and when they learn to: thinking as they learn to generate and communicate confidently at school and understand the role of mathematics in evaluate knowledge, ideas and

Diocese of Cairns, Catholic Education Services to become effective individuals, the world around them and the  Investigate with ICT: using ICT to plan possibilities, and use them when community members, workers and confidence, willingness and ability to and refine information searches; to seeking new pathways or solutions. In citizens. These skills include listening, apply mathematics to their lives in locate and access different types of learning to think broadly and deeply reading, viewing, writing, speaking and ways that are constructive and data and information and to verify the students learn to use reason and creating print, visual and digital meaningful. integrity of data when investigating imagination to direct their thinking for materials accurately and purposefully questions, topics or problems different purposes. In the context of within and across all learning areas. schooling, critical and creative thinking  Create with ICT: using ICT to generate are integral to activities that require As they become numerate, students ideas, plans, processes and products reason, logic, imagination and develop and use mathematical skills to create solutions to challenges or innovation. Literacy involves students engaging related to: learning area tasks with the language and literacy As they develop critical and creative demands of each learning area.  Calculation and number  Communicate with ICT: using ICT to thinking students learn to: communicate ideas and information with others adhering to social protocols  Patterns and relationships  pose insightful and purposeful appropriate to the communicative questions As they become literate students learn context (purpose, audience and  Proportional reasoning to: technology)  apply logic and strategies to uncover  Spatial reasoning meaning and make reasoned  interpret, analyse, evaluate, respond to  Operate ICT: applying technical judgments and construct increasingly complex knowledge and skills to use ICT texts (Comprehension and  Statistical literacy efficiently and to manage data and think beyond the immediate situation to composition) information when and as needed   Measurement. consider the ‘big picture’ before focussing on the detail  understand, use, write and produce  Apply appropriate social and ethical different types of text (Texts) protocols and practices to operate and manage ICT.  suspend judgment about a situation to consider alternative pathways  manage and produce grammatical patterns and structures in texts reflect on thinking, actions and (Grammar)  processes  make appropriate word selections and generate and develop ideas and decode and comprehend new (basic,  specialised and technical) vocabulary possibilities (Vocabulary)  analyse information logically and make  use and produce a range of visual reasoned judgments materials to learn and demonstrate learning (Visual information)  evaluate ideas and create solutions and draw conclusions

 assess the feasibility, possible risks and benefits in the implementation of their ideas

 transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural Understanding

Students develop ethical behaviour as they learn to Students develop personal and social competence Students develop intercultural understanding as they understand and act in accordance with ethical as they learn to understand and manage themselves, learn to understand themselves in relation to others. principles. This includes understanding the role of their relationships, lives, work and learning more This involves students valuing their own cultures and ethical principles, values and virtues in human life; effectively. This involves recognising and regulating beliefs and those of others, and engaging with people acting with moral integrity; acting with regard for their emotions, developing concern for and of diverse cultures in ways that recognise others; and having a desire and capacity to work for understanding of others, establishing positive commonalities and differences, create connections the common good. relationships, making responsible decisions, working and cultivate respect between people. effectively in teams and handling challenging situations constructively. As they develop ethical behaviour students learn to: As they develop intercultural understanding students learn to:  recognise that everyday life involves consideration of As they develop personal and social competence competing values, rights, interests and social norms students learn to:  identify increasingly sophisticated characteristics of their own cultures and the cultures of others  identify and investigate moral dimensions in issues  recognise and understand their own emotions, values and strengths, have a realistic assessment of their  recognise that their own and others’ behaviours,  develop an increasingly complex understanding of own abilities and a well-grounded sense of self- attitudes and values are influenced by their languages

Diocese of Cairns, Catholic Education Services ethical concepts, the status of moral knowledge and esteem and self-confidence (Self-awareness) and cultures accepted values and ethical principles  manage their emotions and behaviour, persevere in  consider what it might be like to ‘walk in another’s  explore questions such as: overcoming obstacles, set personal and academic shoes’ goals, develop self-discipline , resilience, adaptability o What is the meaning of right and wrong and can I and initiative (Self-management)  compare the experiences of others with their own, be sure that I am right? looking for commonalities and differences between  perceive and understand other people’s emotions and their lives and seeking to understand these o Why should I act morally? viewpoints, show understanding and empathy for others, identify the strengths of team members, define  reflect on how intercultural encounters have affected o Is it ever morally justifiable to lie? and accept individual and group roles and their thoughts, feelings and actions responsibilities, be of service to others (Social o What role should intuition, reason, emotion, duty awareness)  accept that there are different ways of seeing the world or self-interest have in ethical decision making? and live with that diversity  form positive relationships, manage and influence the emotions and moods of others, cooperate and  stand between cultures to facilitate understanding communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict take responsibility for developing and improving and resist inappropriate social pressure (Social  management). relationships between people from different cultures in Australia and in the wider world

 contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. WEEKLY PLANNER

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES

CE SEL IE

Tuning In Exploring  Looking Sorting  Testing  Acting  Reflecting

TUNING IN RESOURCES

Activity: Student Resources: Mystery box – Time line Items – Teacher Resources:

Diocese of Cairns, Catholic Education Services  pict Story – Resource 1 ure Pictures railway – Resource 2 s of the Letter – Resource 3 Kur and Brochure - a rail ASSESSMENT OPPORTUNITIES way – earl y and mo der n

 lett er fro m a min er in 180 0’s des crib ing the fam ine and rea son s

 spi ke fro m the rail way

 stor y of the rail way bro ken into sec tion

Diocese of Cairns, Catholic Education Services s pas t and pre sen t

 bro chu re fro m HISTORICAL LANGUAGE Kuranda, famine, chronological,

Diocese of Cairns, Catholic Education Services WEEK 1 2 3 4 5 6 7 8 9 10

CE SEL IE

EXPLORING RESOURCES

Activity: Student Resources: Sentence stems – from previous lesson students Teacher Resources: work in pairs

 Time line ASSESSMENT OPPORTUNITIES and display of items from the mystery box

 Students work in groups on the three sentence stems and list their responses, pictorially or lists

 I was surpris ed by......

 I would like to know

Diocese of Cairns, Catholic Education Services more about . . . . .

 I already know that . . . . .

 Whole class comes HISTORICAL LANGUAGE Diocese of Cairns, Catholic Education Services WEEK 1 2 3 4 5 6 7 8 9 10

CE SEL IE

LOOKING RESOURCES

Activity: Life in Student Resources: the day of ......

 Divi de Teacher Resources: jour resource 4 p- 31 Australian history book b nal entr word wall y abo ASSESSMENT OPPORTUNITIES ut the first settl Observe students group work eme Listen to student discussions regarding nt into sect ions by date .

 In sma ll gro ups stud ents will pre par e a shor t

Diocese of Cairns, Catholic Education Services free ze fra me to repr ese nt the char acte rs and setti ng narr ate.

 Gro up to illus trat e their sect ion of the stor y to crea te a time line as a clas sroo m disp

Diocese of Cairns, Catholic Education Services lay

 Refl ect the diffe renc es bet HISTORICAL LANGUAGE WEEK 1 2 3 4 5 6 7 8 9 10

CE SEL IE

SORTING RESOURCES

Activity:- Student Resources: identify and sequence transport types Teacher Resources: over time. resource 5 - Pictures of early and modern transport –

Diocese of Cairns, Catholic Education Services  Brainstorm Time line types of transport resource 6 -P:47 - Australian history book b A3 copy for class activity students - jumbled A4 copy p 47 for student know. Using the resource 7- Pictures of railway - time lines resource 1 - Story of the building of the railway from previous Smartboard google maps weeks identify http://maps.google.com.au/maps?hl=en&tab=wl what type resource Letters from the past. of transport might have ASSESSMENT OPPORTUNITIES been used in those Assessment times and who may have used them.

 Pas t - Walk, horse and cart, ox, cart, train and boat

 Pre sent – walk, bicycle , car, plane, train

 Show transport pictures and discuss what they are and where on the timeline they could fit. Attach pictures to

Diocese of Cairns, Catholic Education Services transport time line on word wall.

 Introduce Early transport worksheet 1. Read examples and attach to word HISTORICAL LANGUAGE Diocese of Cairns, Catholic Education Services WEEK 1 2 3 4 5 6 7 8 9 10

CE SEL IE

Tuning In Exploring  Looking Sorting  Testing Acting  Reflecting

TESTING RESOURCES

Activity: Freeze Student Resources: frame and journal entry Props to support freeze frame.

 Students Teacher Resources: select one Resource 8 - Task sheet time on the time line Rubric and write a Resource 9 - Worksheet journal entry ASSESSMENT OPPORTUNITIES describing what life was like Assessment of learning: students individually use prior activities and word walls to write about the life of a selected then. They person and time. In small groups they will create a freeze frame to reflect their journals. are to include :

 who they are

 wha t they do

 how they trav el

 Wh ere they live

Diocese of Cairns, Catholic Education Services  Wh at life was like.

 Students will work in small groups to create a freeze frame to depict their journal HISTORICAL LANGUAGE

REFLECTION

Diocese of Cairns, Catholic Education Services WEEK 1 2 3 4 5 6 7 8 9 10

CE SEL IE

ACTING RESOURCES

Activity: Student Resources: Excursion Pencils and workbooks  Students go on Teacher Resources: excision Resource 9 - Excursion worksheet traveling the Kuranda ASSESSMENT OPPORTUNITIES Railway Line

 They complete worksheet provided by Kuranda scenic rail while on the excursion.

 Reflect on what it would have been like building the railway and tunnels.

 Reflect on how long it would

Diocese of Cairns, Catholic Education Services have taken to travel before the HISTORICAL LANGUAGE

REFLECTION WEEK 1 2 3 4 5 6 7 8 9 10

CE SEL IE

REFLECTIN RESOURCES G

Student Resources:

Activity – Reflection egg Teacher Resources:

Diocese of Cairns, Catholic Education Services 

ASSESSMENT OPPORTUNITIES

HISTORICAL LANGUAGE

REFLECTION Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOM

Seat near teacher

Assign student to low- distraction area

Seat near positive peer models

Use support groups / cooperative learning

Use rows instead of tables

Use learning centre

Use of time-out

Stand near student when giving instruction

Arrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOM

Adjust work load, reduce assignments or give alternative assignments

Use visual aids with oral presentation

Teacher gives student outlines or study guides

Ensure regular lesson revisits/reviews

Highlight instructions (marker or highlighter tape)

Diocese of Cairns, Catholic Education Services Give clear behavioural objectives

Ask student to repeat instructions for clarification and understanding

Use high- impact game-like materials

Call on student often

Acknowledgment effort put forth

Give reminders for student to stay on task, monitor student is on task/topic

Use large type/font and dark ink

Keep page format simple

Use visual prompts

Divide page into clearly marked sections

Remove distractions from paper

ALTERNATIVE EVALUATION FOR WHOM PROCEDURES

Reduce number of items

Practice completely similar questions

Arrange for oral testing

Have support staff administer test

Permit student to type or use word processing

Adjust grading criteria based on individual

Diocese of Cairns, Catholic Education Services Adjusted grading option

NOTE TAKING STRATEGIES FOR WHOM

Provide student the means to record

Arrange for note taker e.g. Aide

Give student a copy of notes

Provide time for periodic review of student’s notes (written, dictated, word processed)

ORGANISATIONAL STRATEGIES FOR WHOM

Use calendar to plan assignments

Use of assignment notebook or work checklist especially diary

Daily schedule

Give time top organise desk during class

AM check-in to organise for the day

Lunch-time check-in to organise for PM

PM check-out to organise for homework

Arrange a duplicate set of classroom material for use at home

Develop parent/school contract

Training in time management

Diocese of Cairns, Catholic Education Services SUPPORT SERVICES FOR WHOM

Peer tutoring

Cross-age tutoring

Student buddy

Work with school officer

Meet with staff during available times

Teach student to monitor own behaviour

Implement behaviour contract/reward

Self advocacy/communication skill training

Conflict resolution strategies

Other ______

Adapted with permission from Positive Partnerships PD Facilitators Guide

Module 5 Support materials

Diocese of Cairns, Catholic Education Services Diocese of Cairns, Catholic Education Services