EDPR3003

Inquiry in the
Humanities
Classroom

Overview (20%)
 Excursion to the King’s Park in Perth
city to view development and
KEY habitat loss.
Students view Perth in the colonial
Big ideas period, in 1943 and the present, to HASS/LIT: Students use a variety of
compare the changes and online sources to define and write a
developments that have occurred. description of what makes an urban
Question ICT/HASS: Use online mapping tools
to observe the impact of urban areas
in Perth in the past and the present.
Integrated
lesson
2. What is the impact of urban
development?
HASS Lesson
4. How human decisions and actions
influence the way spaces within 6. How do people and environments
places are organised and managed.
Skills (incl. Lit/Num
ICT/Lit: Residential development:
Lit/Num: Research Aboriginal and
Excursion/incu Torres Strait islander communities in
Students observe images of housing
developments or the schools
comparison to urban living to identify
development and discuss changes.
how people manage their living
Rich Task spaces.
Read ‘My Place’ by Nadia Wheatley
Num: Scale/measurement. Lit: research skills. and discuss how the people in the
Intercultural understanding / Critical and creative
text influenced their community
thinking
Rich Task: Create a page from the text about your home
Incursion from Aboriginal persons who explains their
connection and influence on the land.
including a map that explains where you live and the
Incursion from bank about money as a
valued economic resource. Excursion to a recycling plant to
observe the end of a product or
rebirth.
Students identify and distinguish
between natural, human and capital
Lit/HASS: Investigate the creation of a
resources. “What are some of the
natural, human or capital resources in product (natural, human, capital), its
our school?” debate and contest list. use, importance and end result to
produce a presentation that explains its
use, relevance to society and lifecycle.
HASS/Lit/music: Write a short song,
rhyme or poem that distinguishes
3 What is the lifecycle of a resource?
between a natural, human and capital
resources.
Resources
1. What is a Resource?
2 What resources do we need to
survive?
6. How can fair-trading prices ensure
farmers are supported?
Lit/ICT: Students explore different Lit/HASS/ICT: Explore coffee traders
needs and wants, with a focus on food in Asia and the impact of unfair
and clothing, and how these compare prices for resources imported into
Australia. Who has the power to
to a child from an Asian country.
change this?
Watch a video and consider what they
need? https://youtu.be/-IEI_LAsW8k
Rich Task: Raise awareness of the
issue by creating and presenting a
Intercultural
poster about fair-trading coffee
understanding/Critical and
prices. Use persuasive language to
creative thinking/ Information write a letter to a local coffee shop
and communication technology/ that convinces them to buy fair
Sustainability trade coffee to support farmers.
Literacy/ Information and communication
Literacy/ Information and technology/ Critical and creative thinking/
communication technology Sustainability
capability
Examine historical plans in conjunction with
new planning documents. Make judgements
as to why the Perth colony settled here?
place.
HASS/Lit: Students examine historical plans
and reports from the Department of Planning
1. What is urban development?
and Environment to understand why the
urban areas of Perth are where they are.
Urban Development
3. Why are urban areas where they
are in Perth?
influence one another? 5. Why alter the environmental
characteristics of Australian places?
ICT/HASS/Lit: Students pursue questions or
issues/interests of their own or in small groups
about soaring populations, how will we keep
our cities liveable? And what will the city of
tomorrow look like?

environment.
things you do in your area just like ‘my place’.
Power
Year 5
Sustainability/ Critical and creative thinking/
Information and communication technology/ Murdoch
Ethical understanding/literacy skills
Inquiry model
HASS/Lit: Identify and explain the concept
of scarcity. Watch:
http://www.abc.net.au/btn/story/s35024
74.htm Make a List of ways to limit the
waste of resources at home, school and in
the state.
4. How limited resources are used?
5. What influences consumer
choices? 
Investigate their schools trash
consumption buy surveying classes
Lit/HASS: Examine television and about how many people do waste
internet advertising and email free Wednesday and who does not.
promotion strategies. Create your
own advertisement and logo for a
business using the power of ad
Class discussion about advertising
strategies.
techniques and the way advertisers
target specific groups of people.
Task: You are trying to obtain a
Critical and creative thinking/
patent for a new product. What is your
Information and communication
product and why is it more effective or
technology/ Ethical
better than existing products?
understanding/literacy skills
Provide students with newspaper articles about
local representatives. Students read and select
a candidate and present their viewpoint on an
issue. Discuss in relation to them having good
or bad characteristics.
Literacy /Critical and creative thinking/
Personal and social capability/ Civics and
citizenship
Lit/num: Make and conduct a survey for other
students, teachers, family and friends. Ask what
are the qualities and characteristics of a good
representative?
2. What should we consider when choosing a
representative?
Excursion: visit a representative so students
can interview them based on questions that
they collaboratively made in class.
3. How do we make decisions in a democratic
society?
Speaking/listening Lit/HASS: Discuss
how we make decisions between
friends, in the classroom and within the
school. Give examples and discuss and
positives and negatives with each
system. Decide what is best for
Australia’s large population.
Literacy: Speaking/listening skills/
Critical and creative thinking/ Personal
and social capability/ Civics and
citizenship
Incursion of historian from The
Western Australian Museum.
ICT/HASS/Lit: interpret Images of war and
forced migration, loss of land and language,
including Aboriginal people using European
tools and culture in positive ways. Find
evidence of impact using website + texts.
4. How did European settlement
impact Aboriginal culture?”
5. How did the gold rushes of the 1800s impact on
and shape an Australian colony?
HASS/Lit/ICT: Research a Eureka figure and
brainstorm a list of different perspectives from your
character's point of view and describe the topic
from their viewpoint.
Identify what political changes were brought about
as a result of the Eureka Stockade. Use links to
website: http://www.goldrushcolony.com.au/australian-gold-history-culture-
info/australian-gold-rush-history-law-order/law-enforcement-colony-1 Watch
video: http://splash.abc.net.au/home#!/digibook/2227128/ report
findings to class.
Critical and creative thinking/ Personal
and social capability/ Ethical
understanding Rich Task Question: How can we work towards a fair
and inclusive society? Students respond by writing a
letter to a historical prime minister asking for voting
Lit/Health: Investigate traffic laws? Watch laws to change and why.
a video about how laws are made and
why we follow them. Focus a discussion
around on bike helmet laws and in groups HASS/Lit/ICT: People power! The right to vote. Students
create and argument as to why our are given different cards. Those who have specific cards
society made and keeps this law. Use are allowed to vote for something. Those left behind
what if scenarios to support you. are not allowed to vote. Explore historical voting issues
and discuss how that would make those people
excluded feel.
5. How regulations and laws
affect the lives of citizens?
6. Key values that underpin Australia’s democracy?
Democracy
4. What is the electoral process?
1. What is democracy?
HASS/Lit/Num: Student’s watch a video about the
Electoral process. Display an example of a secret ballot
Lit: Students each define democracy
paper. Student’s practice voting using the website
with a written definition on sticky
http://www.aec.gov.au/Voting/How_to_vote/practice/practice-house-of-reps.htm ,give a
notes and students place them on a
candidate a preferential number and check their ballot
class poster. Discuss and collaborate to
paper is done.
create a class definition.
Discuss what makes an election fair and unfair? As a class
summarise the democratic voting/electoral system in
Students sit in a circle on the floor.
Australia in a statement beginning: ‘The electoral rights of
Inside are signs labelled ‘democratic’,
Australian citizens are protected by …………..’ and ’As
‘undemocratic’ and ‘not sure’. As a
Australian citizens we have the responsibility to …………...’
class democratic and undemocratic
values, behaviours and systems are
discussed around the circle.
Incursion from AEC voting commission. They discuss the
roles and responsibilities of each citizen, how we vote
and engage students in a mock election.
Intercultural understanding/Critical
and creative thinking/Ethical
understanding/researching skills/map
reading skills
Rich Task: Dress up as your historical figure and
Lit/HASS/Num: Use maps, images and present a historical biography to the class.
historical accounts to discuss why
settlement occurred and what it looked
like. Share findings with the class.
Write a class historical biography ie. About James Stirling
- the man who campaigned for a colony in Western
Australia. Follow format to include a timeline of events
1. What was settlement?
Lit/HASS/ICT: Research an identity that was a significant
member of a colony. Record Date of birth and death,
life events and how did they help or influence The Swan
Settlement River Colony?
6. Who played a significant role in shaping a colony?
2. What issues arose from
settlement?
3. What caused conflict between Colonists and Aboriginal peoples?
HASS/Lit/: Pinjarra Massacre/battle
debate: Investigate events leading to and HASS/Lit: Watch video showing the relationship of Colonists
of the supposed battle. Read historical and Aboriginal persons. What events led to conflict after
accounts and consider perspectives. settlement? Consider each perspective and suggest how this
could have been avoided.
Intercultural understanding/Critical and
creative thinking/Ethical
Intercultural understanding/ Critical and creative thinking
understanding/researching skills/
Ethical understanding/researching skills
Excursion to Pinjarra to visit the Role play how conflict events began and how they
information centre and speak to elders.
could have been prevented.
Program (25%)
PROGRAM RATIONALE
Learning intentions what do
you want children to
understand? Be able to do?
Why? [Use references]
The learning intentions for this unit on
Urban Development focus on students
gaining the following understandings
such as; what it is?, it’s impact?, why
people build in particular places?, how
our culture further influences the
spaces within?, why we alter our
liveable spaces and how this influence is
connected to people and the
environment? The aim is for students to
understand their connection to places
and spaces through historical inquiry
and how people alter the
environmental characteristics of
Australian places (Western Australian
Curriculum [SCSA], 2014). Including,
investigating connections to culture and
a rich task that promotes action
through the use of science biology
knowledge to create an urban garden
that is sustainable (SCSA, 2014). The
driving inquiry question about the use
of power in society has flowed into the
lessons as students are immersed in the
power of urban development in shaping
a city, consequences of loss of habitats
and the powerful cultural connections
and future planning that will enable
changes in urban living. The Murdoch
Inquiry Model assists in students
developing a clear learning journey that
caters for diversification and builds on
previous lessons in the plan (Murdoch,
2008). The choice of integrated learning
areas show careful considerations
towards skills development in area
calculations and mapping related to
Numeracy, requirements of living things
in science and finally question
generation, image interpretations and
use of persuasive language in English
linked to the year 5 Western Australian
Curriculum (SCSA, 2014).
INTEGRATED HASS EXPERIENCE
Title of the Experience/Lesson:
Tuning in: What is urban
development?
Purpose: Students will be
engaged in familiar experiences
and elicit their prior knowledge on
the topic.
Outcomes:
HASS: The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban
development, drainage, irrigation,
farming, forest plantations, mining)
(ACHASSK112)
Develop and refine a range of
questions required to plan an
inquiry (WAHASS51)
ENGLISH: Use comprehension
strategies to analyse information,
integrating and linking ideas from
a variety of print and digital
sources (ACELY1703)
Objectives: Students will:
Infer information from a range of
images.
Develop 3 inquiry questions.
Key language:
Residential
Urban
environment
housing development
real estate developers
Hook: 2 minutes
View images of urban living on the
smartboard. Discuss connections
to their lives.
Introduction: 10 minutes
Today you are going to observe
and discuss images of
urbanisation and develop inquiry
questions that enable us to
investigate our altered
environment further.
Diagnostic Brainstorm:
Students write on sticky notes
what they think urban
development? Looks like, feels like
and sounds like. (names on back
of notes)
Share and discuss
Create a working class definition
(This will be improved upon later).
Stick on HASS wall.
Experience/Lesson sequence:
20 minutes
Observe images of residential
development: finished and in
progress
Ask Questions:
What natural features do you see?
INTEGRATED HASS EXPERIENCE
Title of the Experience/Lesson
Finding out: What is the impact of
Urban Development?
Purpose: Students view Perth in the
colonial period, in 1985 and the
present, to compare the area changes
and developments that have occurred.
Outcomes:
HASS: The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban
development, drainage, irrigation,
farming, forest plantations, mining)
(ACHASSK112)
MATHEMATICS: Calculate perimeter
and area of rectangles using familiar
metric units (ACMMG109)
Objectives: Students will:
Use online mapping tools to identify
the changes that have occurred in
each Perth from a rural place to an
urban place.
Calculate the approximate area of
growth of your Perth from 1985 to
present day.
Key language:
Cartographic
Scale
Maps
Change
Impact
Historical
Area
Trend
Hook: 2 min
Introduce a historical map/image of a
colonial location. Discuss what we see
in the image?
Introduction: 5 min
Today you are going to observe and
calculate the changes of Perth.
Introduce an image of colonial Perth
and ask what students see? Then a
scaled map of colonial Perth. As a
class calculate the area the colony
lives on. (teacher shows how to
calculate)
Experience/Lesson sequence: 30
min
On the smartboard, observe the
school before development in 1985
and the years following development
using google maps satellite view.
Questions:
What colours do you see?
What type of land use would you find
in the different shaded areas?
What do the different coloured lines
represent?
As a class calculate the expansion in
area in pairs. (we do altogether)
Urban Development
Year 5
Murdoch Inquiry Model
INTEGRATED HASS EXPERIENCE
Title of the Experience/Lesson
Sorting out: Why are urban areas where
they are in Perth?
Purpose: Students explore what affects
the development of housing and
examine plans from the Department of
Planning and Environment to understand
why the urban areas of Perth are where
they are.
Outcomes:
HASS: The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban development,
drainage, irrigation, farming, forest
plantations, mining) (ACHASSK112)
ENGLISH: Plan, draft and publish
imaginative, informative and persuasive
print and multimodal texts, choosing text
structures, language features, images
and sound appropriate to purpose and
audience (ACELY1704)
Objectives: Students will:
Identify what factors affect the
development of housing.
Create an advertisement for housing that
explains why (factors – location to train,
shopping centres) people should buy a
house in an area.
Key language:
Advertisement
Factors
Infrastructure
Roads
Location
Hook: 2 min
View images of urban planning and
advertising. Discuss why people might
want to live there and the persuasive
language used?
Introduction: 5 min
Today you are going to identify the
factors that affect developers building
housing and create an advertisement
that promotes the location to buyers.
Introduce map of development location
in relation to infrastructure, roads, trains,
hospitals, leisure (river, beach), city etc.
Discuss why Fremantle is where it is?
(i.e. the port)
Experience/Lesson sequence: 40 min
Brainstorm a list of geographical
factors/reasons that Fremantle is where
it is today? (ocean, river)
Why are these geographical factors
important for planning where houses are
built? Consider economical and resource
access reasons.
What is important nowadays? (Close to
train, city, hospitals. Far away for
farming)
INTEGRATED HASS EXPERIENCE
Title of the Experience/Lesson
Going Further: How human decisions
and actions influence the way spaces
within places are organised and
managed?
Purpose: Research Aboriginal and
Torres Strait islander communities in
comparison to urban living to identify
how people manage their living spaces.
Outcomes:
HASS: The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban development,
drainage, irrigation, farming, forest
plantations, mining) (ACHASSK112)
MATHEMATICS: Use a grid reference
system to describe locations. Describe
routes using landmarks and directional
language (ACMMG113)
Objectives: Students will:
Investigate how urban planning
organises the space within cities or rural
areas.
Compare how different people/cultures
manage their living spaces.
Use directional language and scale to
describe the similarities and differences
in living areas.
Key language:
Cartographic
Scale
Maps
North etc.
Spaces
Community planning
Hook: 2 min
Introduce images of homes in suburbia
and rural locations. Ask: Why might
someone live here?
Introduction: 5 min
Today you are going to investigate how
urban planning organises the space
within cities or rural areas.
Experience/Lesson sequence: 30 min
Incursion from an Aboriginal persons
explain the differences in culture that
affect the planning of a home such as
outdoor kitchens and shared living
areas. (before lesson)
Students will look at images of suburban
and rural house plans. Interpret key and
note the similarities in both houses and
then the differences. Discuss access
issues, size requirements (laws and
regulations), north facing preferences in
urban and rural living.
Make reasonable judgements as to why
the houses might have different shaped
rooms, bigger front or backyards, size, is
the kitchen inside or out?, fenced or not?
INTEGRATED HASS EXPERIENCE
Title of the Experience/Lesson
Making Conclusions: Why alter the
natural environment?
Purpose: Students pursue
questions or issues/interests of their
own or in small groups about soaring
populations, how will we keep our
cities liveable? And what will the city of
tomorrow look like?
Outcomes:
HASS: The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban
development, drainage, irrigation,
farming, forest plantations, mining)
(ACHASSK112)
ENGLISH: Use comprehension
strategies to analyse information,
integrating and linking ideas from a
variety of print and digital sources
(ACELY1703)
Elaborations: using research skills
including identifying research purpose,
locating texts, gathering and
organising information, evaluating its
relative value, and the accuracy and
currency of print and digital sources
and summarising information from
several sources
Objectives: Students will:
Research one way we can keep our
cities liveable for future population
growth.
Justify their answer with facts.
Key language:
Alter
Environment
Issues
Liveable
Future
Hook: 2 min
Ask students to think about what urban
development issues they envision for
the future and what can do and the
questions we could ask to help us.
Introduction 10 minutes
Video: Future Cities
http://www.abc.net.au/catalyst/stories/
4141820.htm stop at 09:30
Experience/Lesson sequence 30
min
Students are to recall different points
in the video about what we can plan
for to keep our cities liveable for the
future? They must be realistic.
Groups divide ideas, research on
iPads, record each on a research page
and justify why this approach will
improve the cities liability?
Conclusion 5 min
INTEGRATED HASS EXPERIENCE
Title of the Experience/Lesson
Taking Action: How do people and
environments influence one another?
Purpose: Students read ‘My Place’ by
Nadia Wheatley and discuss how the
people in the text influenced their
community environment and vice versa
and suggest ways that the school can
contribute to creating living spaces
within urban development.
Outcome:
HASS: The way people alter the
environmental characteristics of
Australian places (e.g. vegetation
clearance, fencing, urban development,
drainage, irrigation, farming, forest
plantations, mining) (ACHASSK112)
SCIENCE: Living things are part of the
world around us (ACSSU002a)
Objectives: Students will:
Identify how communities and
environment influence each other.
Design a sustainable urban garden for
the school and justify reasons for design
and features.
Key language
Sustainable
Urban
Garden
Location
Diagram
Hook: 10 min
Students are read ‘My Place’ by Nadia
Wheatley and discuss how the people in
the text influenced their community
environment and vice versa.
Introduction 10 min
Explain that we are going to design a
school garden and that we need to plan
where it will be located? What we will
plant for harsh Australian conditions?
Watch: Designing a school garden
http://splash.abc.net.au/home#!/media/3
0735/designing-a-school-garden
Experience/Lesson sequence: 35 min
As a class decide where it should be
located? (sun, shade) What we will plant
for harsh Australian conditions? And
what we will add to make it a sustainable
urban garden? (volcanic soil/rocks)
Each student plans an innovative
diagram that considers garden shape,
size, location for weather conditions,
materials needed and water wise plants.
The designs are judged based on how
effective they are as urban gardens and
the best design will be created with the
help of the gardener and students.
Conclusion: 5 min
IMMERSION/ENGAGEMENT
Images [photographs of real
objects] -
Lesson 1: Images of urban
living, residential development
and development advertising
sign.
Lesson 2: Images and maps
of historical Perth, 1985 local
area and present.
Lesson 3: Department of
Planning and Environment
maps x6 groups
Map of Fremantle
Focus text/words Word wall:
Urbanisation, railway stations,
real estate developers,
apartment complexes,
backyards, building, cafes,
cars, city, front yards,
shopping centres, shops,
subdivision, suburbs,
telegraph poles, town, trains,
units, urban sprawl, houses,
housing development, housing
estates, land sale, people,
project homes, public
transport, restaurants, roads.
Story books:
‘My Place’ by Nadia Wheatley
and Donna Rawlings
Poems
Songs/finger plays/music
Games (indoor/outdoor)
Digital Technologies:
Ipads/computers
Google maps
Video:
Future Cities
http://www.abc.net.au/catalyst/
stories/4141820.htm
Designing a school garden
http://splash.abc.net.au/home#
!/media/30735/designing-a-
school-garden
Incursion - From Aboriginal
persons who explains their
connection and influence on
the land.
Excursion - To King’s Park in
Perth city to view urban
development and habitat loss.
Sharing:
Think, pair and share
PMI Charts
KWL Charts
Art based experiences –Use
artworks of Aboriginal
community maps as
examples.
Rich Tasks – Create a page
from the text about your home
including a map that explains
where you live and the things
you do in your area just like
‘my place’.
Parent and community
involvement – Aboriginal
community member visits the
class.
 What built features do you see?
What types of vehicles do you
see?
What is being advertised on the
sign?
Infer
Ask Questions:
What do you think is being built?
If the picture was zoomed out what
other features would you see?
What do you think this place
looked like in the past?
What do you think this place will
look like in the future?
Formulate questions for inquiry
Example questions:
What is an urban place?
Where are the urban areas located
in Perth?
Why are the urban areas where
they are in Perth?
Why care? How has the expansion
of Perth’s urban areas changed
the natural environment?
How will this continue into the
future?
Conclusion: 5 minutes
review lesson and Complete
TKWL chart
Share inquiry questions
Resources:
Smartboard
Images
Paper/HASS journals
TKWL charts
Compare 1985 to present day:
Questions:
What natural boundaries does Perth
have to the north, south, east and
west? Using the scale on the map
students calculate the area to find the
new total. (independent)
Conclusion: 5 min
Share area approximations and
compare the land sizes to form a trend
in development. Record in HASS
journals. Describe the trend
underneath.
Resources:
Images
Google Maps
Smartboard
Paper/HASS journals
Strategies for assessment and
evidence collected:
Description of how Perth has changed
in HASS journals.
Area working out in HASS journals.
Assessment indicators:
 HASS: discussion contributions,
about correct description of
trends and changes.
 NUMERACY: correct use of area
calculations and approximations.
Each group examines a detailed location
map from anywhere in WA.
Write a list of geographical and
infrastructure based factors that appeal
to buyers.
Create a small advertisement for that
area that explains why (factors – location
to train) people should buy a house in an
area. (20 min)
Conclusion: 10 min
Share advertisements with the class.
Explain why you promoted certain
geographical and infrastructure based
factors.
Resources:
Department of Planning and
Environment area maps x6 groups
Map of Fremantle
Strategies for assessment and
evidence collected:
Group work - observations, anecdotal
notes,
Advertisement - work sample
Assessment indicators:
 HASS: discussion
contributions, questions, oral
explanations.
 ENGLISH: Group work
collaboration, work sample
and observations.
In groups, students use a map of each
location and use directional language to
orally describe why the houses were
built in a particular way.( i.e. North
facing). Discuss and note the positive
and negative planning aspects of the
houses.
Conclusion: 5 min
Students share their findings with other
groups and use directional language to
describe and back up their views.
Resources:
Rural and urban house Images
Urban and rural house plans x 6 groups
Persons for incursion
Strategies for assessment and
evidence collected:
Group work - observations, anecdotal
notes, student notes on house plan
worksheet.
Assessment indicators
 HASS: discussion
contributions, questions, oral
explanations.
 NUMERACY: Use of
directional language in groups
and sharing.
Sum up and share findings to class as
a group.
Resources
Smartboard
Video link
Research page
iPads
HASS journals
Strategies for assessment and
evidence collected:
Group work - observations, anecdotal
notes of discussion contributions.
Research/justification - work sample
Assessment indicators:
 HASS: discussion
contributions, questions,
written justifications.
 ENGLISH: Group work
collaboration, work sample
and observations
Students reflect on their learning journey
in their journals and ask themselves
questions such as:
 What was the one most useful thing
you learned in this unit?
 In what area of this unit did you
improve the most?
 What did you learn about writing,
research, (or any other skill) from
this unit?
 What problems did you encounter
during this unit?
 How did you resolve these
problems?
 What did I learn about myself?
Resources:
Smart board
Video link
Book
Reflections questions
HASS journals
Strategies for assessment and
evidence collected
Group work - observations, anecdotal
notes of discussion contributions.
Design – work sample
Assessment indicators
 HASS: discussion contributions,
questions, written justifications.
Work sample
 SCIENCE: Design work sample
and discussions contributions.

Strategies for assessment and

evidence collected: ADDITONAL TEACHER
Sticky note contributions for PLANNING RESOURCES
discussion stuck in HASS journals.

TKWL chart in HASS journals Websites

https://www.google.com.au/ma
List of 3 inquiry questions - work ps/preview
LINKS TO KEY DOCUMENTS sample in HASS journals.
Video
Cross-curriculum priorities: Future Cities
Assessment indicators:
 Aboriginal and Torres Strait http://www.abc.net.au/catalyst/
 HASS: discussion
Islander histories and cultures stories/4141820.htm
contributions/questions
 Sustainability Designing a school garden
 ENGLISH: looks, sounds,
http://splash.abc.net.au/home#
 http://www.acara.edu.au/curr feels chart/ inferred
!/media/30735/designing-a-
iculum/cross-curriculum- meanings.
school-garden
priorities (ACARA, 2016)
Other
General capabilities:
 Literacy
 Numeracy
 Information and
communication technology
capability
 Critical and creative thinking
 Personal and social capability
 Ethical understanding
 Intercultural understanding.
 http://www.acara.edu.au/curri
culum/general-capabilities

Student diversity:
 The Australian Curriculum –
accessible for all young
Australians
 Australian schooling
promotes equity and
excellence. (MCEETYA,
2008)
 All young Australians
become successful
learners, confident and
creative individuals and
 active and informed
citizens. (MCEETYA, 2008)
 http://www.curriculum.e
du.au/verve/_resources/
National_Declaration_on
_the_Educational_Goals_
for_Young_Australians.pd
f (MCEETYA, 2008)
Reflection 10% (300 words)

When reflecting on the mapping and six lesson program creation tasks, I believe I have greatly improved my understanding of thinking in terms of planning for inquiry
learning and made changes to improve my plans. In the beginning, I was overwhelmed with the mapping document and struggled to form connections within
Humanities and Social Sciences (HASS) and generate an overarching inquiry question. However, after an enlightened moment in deciding an inquiry topic I was able to
link democracy, settlement, resources and urban development together and began generating questions aligned with the Murdoch Inquiry Model and the year five
Western Australian Curriculum. I have learnt to trust my judgements and check that these two important aspects in planning weave together into a coherent series of
lessons that build and expand in questioning levels and also give opportunities for students to be supported and excel through the use of differentiation.

During the planning for the six integrated inquiry lessons I have learnt to try and use a wide variety of learning areas that incorporate the appropriate use of English,
Mathematics and Science objectives with HASS. Including, finding fun and engaging ways students could show evidence of their learning. In doing so, I have learnt to
connect learning areas together which will greatly improve my ability to make my lesson plans more holistic and real world focused in time for the fourth year
integration unit. Next time, I would like to try integrating music with the creation of an advertisement jingle and music to enable students a fun and new way to show
their understanding of what factors affect the development of housing. I can absolutely say that I have walked away from this experience with the knowledge and skills
to support me in my practicum and further teaching experiences in the future.
 References

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Curriculum. Retrieved from http://www.acara.edu.au/curriculum

Murdoch, K. (2008). Inquiry learning – journeys through the thinking processes. Retrieved from http://www.kathmurdoch.com.au/new-page-2-1/

School Curriculum and Standards Authority [SCSA]. (2014). Western Australian Curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

The Ministerial Council for Education, Early Childhood Development and Youth Affairs [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young
Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf