Curriculum+Links+&+Learning+Goal

__**Learning Objective **__

The web quest is being used as the teaching tool for a year 5 class. The learning goal for this web quest would be for the students to come away with a deep understanding of how the colony of Australia was developed and explored during the 1800s. Students will make inferences regarding their chosen explorers regarding the affects the expedition had on the Australian colony and the Aboriginal peoples of the land being explored. The students will develop a digital resource to present their findings.

__**Information and communication technology (ICT) competence **__
Students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities. Competence in ICT is most evident in historical skills associated with locating, processing and communicating historical information. This includes the use of information technologies to access a growing range of digitised online materials; spreadsheets and databases for analysing evidence and historical trends; digital technologies such as word processing, publishing and presentation software to process and represent learning; communication technologies, such as wikis and blogs, to enhance students’ analytical thinking capabilities in their study of history; and online forums and videoconferencing to discuss and debate ideas.

Australian Curriculum:- Year 5 History
 * **The Australian Colonies** || **Elaborations** ||
 * The role that a significant individual or group played in shaping a colony for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aborigional and/or Torres Strait Islander peoples. (ACHHK097) || * Investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s (for example groups such as explorers or pastoralists ; or individuals such as Blaxland, Lawson and Wentworth, G.J.Macdonald, Elizabeth and John Macarthur, Caroline Chisholm, Saint Mary Mackillop, Peter Lalor James Unaipon) exploring the motivations and actions of an individual or group that shaped a colony.
 * exploring the motivations and actions of an individual or group that shaped a colony ||
 * The nature of a convict or colonial settlement in Australia, including the factors that influenced patterns of settlement, aspects of the daily life of its different inhabitants, and how they changed the environment. (ACHHK094) || * mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns ||
 * **Chronology, terms and concepts** || **Elaborations** ||
 * Use historical terms and concepts (ACHHS099) || * <span style="font-family: verdana,sans-serif; font-size: 110%;">using historical terms (such as the gold era, the Eureka Stockade,the Myall Creek Massacre, colony)

<span style="font-family: verdana,sans-serif; font-size: 110%;">**Year 5 achievement standard** <span style="font-family: verdana,sans-serif; font-size: 110%;">** By the end of Year 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change .** <span style="font-family: verdana,sans-serif; font-size: 110%;">**Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts. **
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">understanding the key concepts related to the content such as settlement, expansion, migration, protection, development, rural, urban) ||
 * <span style="color: #000000; font-family: verdana,sans-serif; font-size: 110%;">**Historical questions and research** || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Elaborations** ||
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">Identify questions to inform an historical inquiry (ACHHS100) || * <span style="font-family: verdana,sans-serif; font-size: 110%;">developing key questions about the local community or region (forexample: ‘Why was the area settled?’ ‘What people came to live inthe area?’ ‘How did they make their living?’ ‘How did men, women,and children live?’) ||
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">Identify and locate a range of relevant sources (ACHHS101) || * <span style="font-family: verdana,sans-serif; font-size: 110%;">using internet search engines, museums, library catalogues andindexes to find material elevant to an inquiry (for example primarysources such as stories, songs, diaries, official documents,artworks)
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of the provenance of a source ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**<span style="color: #000000; font-family: verdana,sans-serif;">Analysis and use of sources ** || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Elaborations** ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">Locate information related to inquiry questions in a range of sources (ACHHS102) || * <span style="font-family: verdana,sans-serif; font-size: 110%;">finding relevant historical information about colonial Australia from primary and secondary sources
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">using pro formas and datasheets to develop questions, and record information and sources/references ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**<span style="color: #000000; font-family: verdana,sans-serif;">Explanation and communication ** || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">**Elaborations** ||
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) || * <span style="font-family: verdana,sans-serif; font-size: 110%;">using sources to develop narratives (for example reasons for the establishment of colonies, effects of key developments and events on colonies, the impact of significant groups or individuals on development) ||
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106) || * <span style="font-family: verdana,sans-serif; font-size: 110%;">using ICT to create presentations which are suitable for the target audience and include text, images and/or audiovisuals.
 * <span style="font-family: verdana,sans-serif; font-size: 110%;">using communication technologies to exchange information and to foster a collaborative response (for example a wiki) ||