This ppt is about research methodology

1. EDS107 LITERACY AND
NUMERACY ACROSS THE
CURRICULUM
PRESENTED BY: FIRAS AL KUFY
Assessment 2: Part 1:
Multimedia Presentation
on
Planning Overview and
Content (explanation via
planning chart and voice
over)

2. Subject: History
Year level: 6
Topic: Local/national history and use
of a range of sources
Content description: Australia as a nation
The curriculum for Year 6 shifts from colonial Australia to Australia's national development, especially after 1900.
Students investigate the causes of Federation as well as historical experiences with democracy and citizenship. The
Westminster system, Australia's British ancestry, and other models that shaped the country's political structure are all
understood by students. Pupils gain knowledge about the lifestyles of immigrants to Australia as well as their
contributions to the country's social and economic advancement.
Through the use of important ideas like sources, continuity and change, cause and effect, perspectives, empathy, and
significance, the curriculum offers possibilities to deepen historical understanding.
To aid in comprehending the past and give historical investigations direction, these ideas might be examined within a
certain historical framework.
There are two components to the history curriculum at this year level: historical skills and historical knowledge and
understanding. Given their interconnectedness, these strands ought to be taught in an integrated manner that can span
many subject areas and be tailored to particular local situations. Programming considerations determine which are taught
first and in what detail.
Learning outcomes
 To understand groups of people who migrated to Australia (including from ONE Asian country) and the reasons behind their migration, such as World
War II and Australian migration programs since the war;
 To define significant figures and events that led to Australia's Federation, including British and American influences on Australia's legal and
governance system;
 To gather experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders,
migrants, women, and children;
 To evaluate the contributions made by individuals and groups, such as migrants, Aboriginal people, and/or Torres Strait Islanders, to the
advancement of Australian society, e.g., in the fields of the arts, science, education, and sports
Step 1: Inquiry Question
Demonstrate migration to Australia and its significance in the world history along with the
contribution of Torres Islanders? How was Australian Federation and legal system affected
by this event since the war?

3. Step 2: Literacy and numeracy
elements
Literacy Elements
Chronology, terms and concepts
• Sequence historical people and events
• Use historical terms and concepts
Historical questions and research
• Identify questions to inform an historical inquiry
• Identify and locate a range of relevant sources
Identify and locate a range of relevant sources
• Locate information related to inquiry questions in a range of
sources
• Compare information from a range of sources
Perspectives and interpretations
 Identify points of view in the past and present
Explanation and communication
 Develop texts, particularly narratives and descriptions, which
incorporate source materials
 Use a range of communication forms (oral, graphic, written) and
digital technologies
Numeracy elements
The students need to practice the events that occurred
according to the year

4. Examining the evolution of the Australian country
The following are the main research questions for this unit:
• How and why did Australia become a nation?
• In what ways did Australian society evolve over the 20th century?
Students will have the chance to deepen their understanding of history in this
unit, with special attention to the important ideas of sources, continuity and
change, cause and effect, perspectives, empathy, and relevance.
Students list the important people and occasions that contributed to
Australia's federation. Students study citizenship and democratic experiences
in Australia, as well as the rights and position of particular groups of people.
Students will be able to:
• Sequence individuals and events that contributed to the formation of
Australia's government;
• Employ historical terminology and concepts; • Recognize various points of
view;
• Identify and formulate questions that will guide their research into
citizenship, democracy, and Federation.
• recognize, track down, and employ a variety of pertinent sources
• create texts that use source materials; • compare data from various
sources.
Investigating the emergence of Australia as a
diverse society
The following are the main research questions for this unit:
• How did Australian society evolve over the course of the 20th century?
• What kind of individuals traveled to Australia? For what reason did they
come?
• What important contributions to the evolution of Australian society have
notable people and organizations made?
Students will have the chance to deepen their understanding of history in this
unit, with special attention to the important ideas of sources, continuity and
change, cause and effect, perspectives, empathy, and relevance.
Students investigate groups of immigrants to Australia and the causes of
their departure. They list and examine the many people's and groups'
contributions to the evolution of Australian society.
The following skills will be taught to students:
 sequencing individuals and events that were part of and impacted by
migration to Australia;
 using historical terminology and concepts;
 identifying points of view;
Step 3: Identification of unit texts

5. Compilation of work: Written Assignment.
The collection of works focuses on significant individuals and occasions that
contributed to Australia's federation, such as:
written justifications; labeled maps; timelines with annotations; audio-video
interviews;
 debates or discussions (accompanied by notes); and tangible or visual artifacts.
Under supervision: evaluation Reactions to the historical records: Written
This evaluation's goal is to rate students' research, collection, analysis, and
conclusion-making skills regarding historical materials.
Students investigate and evaluate a variety of sources regarding:
• Australia's democratic and citizenship experiences; this includes the rights and
status of women, children, immigrants, and Aboriginal and/or Torres Strait Islander
peoples;
• The contributions of individuals and groups in fields like science, education, the
arts, and sports; and
The length of the student responses will vary, and they must interpret, analyze, and
evaluate the historical sources that have been seen.
Lastly, the students need to do some research in the basis of multimodal.
This evaluation's goal is to rate students' research, collection, analysis, and
conclusion-making skills regarding historical materials.
Students provide data regarding a notable person's or group's contributions to the
evolution of Australian society.
Students formulate a perspective or hypothesis regarding the importance of one of
these people or organizations, then design and give a multimodal presentation.
What are the features of these texts that students
need to understand?
By Year 6, children are able to distinguish between continuity and
change as well as explain the reasons behind and consequences
of societal change. They contrast the various prior experiences of
individuals. They clarify the importance of both the individual and
the group.
Students create timelines to illustrate time by placing individuals
and events from their lifetime in chronological order. Students
create questions during their research to structure a historical
investigation. To find the answers to research questions, they
locate, analyze, and compare data from a variety of sources. In
order to recognize and explain points of view, they look through
sources. Students create texts, especially descriptions and
narratives. They use historical phrases and concepts and use
pertinent sources when generating these works and organizing
and presenting their material.
Digital representation for the opportunities students will get to engage with:
Digital representation for the opportunities students will get to engage with:
Literacy Numeracy ICT capability Critical and creative thinking Person
and social capability Ethical behaviour Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures Asia and
Australia’s engagement with Asia Sustainability
Step 4: Identification of texts students will
produce/design

6. Chronology, terms and concepts
• Sequence historical people and events
• Use historical terms and concepts
Historical questions and research
• Identify questions to inform an historical inquiry
• Identify and locate a range of relevant sources
Identify and locate a range of relevant sources
• Locate information related to inquiry questions in a range of
sources
• Compare information from a range of sources
Perspectives and interpretations
• Identify points of view in the past and present
Explanation and communication
• Develop texts, particularly narratives and descriptions,
which incorporate source materials
• Use a range of communication forms (oral, graphic, written)
and digital technologies
focus on aspects such as:
Sources: documents, both written and unwritten, that can
be utilized to research the past. A source is considered
"evidence" if it is relevant to a certain investigation.
Continuity and change: Continuities are facets of the past
that haven't changed across extended stretches of time.
Events or developments from the past that signify
adjustments, adaptations, and transformations are
considered changes.
Reason and consequence: The connection between one or
more factors (cause(s)) and one or more consequences
(effect(s)). These create trajectories of happenings and
changes over time.
Views: a viewpoint or stance that shapes one's
understanding of events and is shaped by factors such as
age, gender, culture, social standing, beliefs, and values.
Empathy: It is the ability to see the past from the
perspective of the person or people involved, taking into
account their motives, values, and attitudes as well as the
circumstances they experienced.
Significance: the weight given to certain historical
occurrences, movements, developments, and locales; it
also covers an analysis of the guiding ideas behind the
determination of what merits further study and
remembrance.
Step 5: Identification of
the subject-specific
vocabulary and
terminology

7. The students need to practice the events that occurred according to the year
People who are literate are empowered and free. Literacy
enhances lives by boosting capacities, which lowers
poverty, boosts labour force participation, and has
favourable impacts on sustainable development and health.
For students learning subject specific literacy, it is
important for them to understand the core values of the
topic. The student needs to define process information that
has been sent to them immediately and not pile up work.
The students need to develop what is happening in the
chosen subject area like in this case they needs to clearly
understand how Australia become a nation and how
Australian society change throughout the twentieth
century. The clear understanding of Ict capability, people of
Torres Island can help with the learning. Asia and
Australia’s engagement with Asia are one of the prime
aspects of this learningThe students need to understand
the past people who came to Australia and the
contributions that had made towards Australian societal
development. Thus by learning the core subject specific
knowledge is expected to be gathered.
Students will be advised to thoroughly interpret, analyse,
consider, historical inquiry, evidence, development, context
primary source, secondary source, corroborate, support,
local, regional, global, continuity and change, cause and
effect, empathy, perspectives, contestability, movements,
events, chronological, timeline, citizenship of Australia to
understand the topic.
Step 7: Identify
processes needed to
learn subject-specific
literacy and numeracy
Step 6: Identify the
specific mathematical
knowledge and skills