English & History

Content descriptions to be taught General capabilities and

cross-curriculum
priorities
Language Literature Literacy
-Understand that the pronunciation, spelling
and meanings of words have histories and
change over time (ACELA1500)

-Understand how to move beyond making
bare assertions and take account of
differing perspectives and points
of view (ACELA1502)

-Understand how texts vary in purpose,
structure and topic as well as the degree of
formality(ACELA1504)

-Understand how the grammatical category
of possessives is signalled through
apostrophes and how to use apostrophes
with common and proper
nouns (ACELA1506)

-Understand how to use banks of known
words, as well as word origins, prefixes and
suffixes, to learn and spell new
words (ACELA1513)




- Understand how to use
banks of known words, as
well as word origins,
prefixes and suffixes, to
learn and spell new
words (ACELA1513)

- Present a point of
view about particular
literary texts using
appropriate metalanguage,
and reflecting on the
viewpoints of
others (ACELT1609)

- Use metalanguage to
describe the effects of
ideas, text structures
and language features on
particular
audiences (ACELT1795)

- Recognise that ideas in
literary texts can be
conveyed from different
viewpoints, which can lead
to different kinds of
interpretations and
- Clarify understanding of content as it
unfolds in formal and informal situations,
connecting ideas to students own
experiences and present and justify
a point of view (ACELY1699)

- Plan, rehearse and deliver
presentations for defined audiences and
purposes incorporating accurate and
sequenced content and multimodal
elements (ACELY1700)

- Use comprehension strategies to analyse
information, integrating and linking ideas
from a variety of print and digital
sources (ACELY1703)

- 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)





Literacy
Comprehending texts
through listening, reading
and viewing
Interpret and analyse
learning area texts
Word Knowledge
Understand learning
area vocabulary
Use spelling knowledge
Grammar knowledge
Use knowledge of
sentence structures
Numeracy
Estimating and calculating
with whole numbers
Understand and use
numbers in context
ICT capability
Investigating with ICT
Select and evaluate
data and information
Locate, generate and
access data and
information
Managing and operating
English & History









HISTORY YEAR 5

The Year 5 curriculum provides a study of
colonial Australia in the 1800s. Students
look at the founding of British colonies and
the development of a colony. They learn
about what life was like for different groups
of people in the colonial period. They
examine significant events and people,
political and economic developments, social
structures, and settlement patterns.
The content provides opportunities to
develop historical understanding through
key concepts including sources, continuity
and change, cause and effect,
perspectives, empathy and significance.
The history content at this year level
involves two strands: Historical Knowledge
and Understanding and Historical Skills.
These strands are interrelated and should
be taught in an integrated way; they may be
integrated across learning areas and in
responses(ACELT1610)

- Create literary texts that
experiment with structures,
ideas and stylistic
features of selected
authors(ACELT1798)


Historical Knowledge
and Understanding

-The impact of a significant
development or event on a
colony; for example,
frontier conflict, the gold
rushes, the Eureka
Stockade, internal
exploration, the advent of
rail, the expansion of
farming,
drought. (ACHHK095)

-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
Aboriginal and/or Torres









Historical Skills

-Use
historical terms and concepts (ACHHS099)

-Identify questions to inform an historical
inquiry (ACHHS100)

-Identify and locate a range of relevant
sources (ACHHS101)

-Locate information related to inquiry
questions in a range of
sources (ACHHS102)

-Identify points of view in the past and
present (ACHHS104)

-Use a range of communication forms
(oral, graphic, written) and digital
technologies (ACHHS106)
ICT
Select and use
hardware and
software
Creating with ICT
Generate solutions to
challenges and
learning area tasks
Communicating with ICT
Understand
computer mediated
communications
Investigating with ICT
Select and evaluate
data and information
Locate, generate and
access data and
information
Critical and creative
thinking
Reflecting on thinking and
processes
Reflect on processes
Generating ideas,
possibilities and actions
Consider alternatives
Inquiring identifying,
exploring and organising
information and ideas
Identify and clarify
information and ideas
English & History
ways that are appropriate to specific local
contexts. The order and detail in which they
are taught are programming decisions.

Strait Islander
peoples. (ACHHK097)
Personal and social
capability
Social management
Communicate effectively
Self-awareness
Understand themselves
as learners
Social awareness
Appreciate diverse
perspectives

Intercultural
understanding
Recognising culture and
developing respect
Investigate culture and
cultural identity
Interacting and
empathising with others
Communicate across
cultures
Recognising culture and
developing respect
Explore and compare
cultural knowledge,
beliefs and practices

Sustainability
Use comprehension
English & History
strategies to analyse
information,
Navigate and read texts
for specific purposes
explaining how the
features of
a text advocating
community action, for
example action on a
local area preservation
issue, are used to meet
the purpose of the text
Achievement standard
ENGLISH
Receptive modes (listening, reading and viewing)
By the end of Year 5, students explain how text structures assist in understanding the text.
They understand how language features, images and vocabulary influence interpretations of
characters, settings and events.
They analyse and explain literal and implied information from a variety of texts. They describe how
events, characters and settings in texts are depicted and explain their own responses to them. They
listen and ask questions to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a
point of view about a text, selecting information, ideas and images from a range of resources.
Students create a variety of sequenced texts for different purposes and audiences. They make
presentations and contribute actively to class and group discussions, taking into account other
perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary
and use accurate spelling and punctuation, editing their work to provide structure and meaning.

English & History

HISTORY

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.
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.


Relevant prior curriculum Curriculum working towards
English
Receptive modes (listening, reading and viewing)
By the start of Year 5, students understand that texts have different text
structures depending on purpose and audience. They explain how
language features, images and vocabulary are used to engage the
interest of audiences.
They describe literal and implied meaning connecting ideas in different
texts. They express preferences for particular texts, and respond to
others viewpoints. They listen for key points in discussions.
Productive modes (speaking, writing and creating)
Students use language features to create coherence and add detail to
their texts. They understand how to express an opinion based on
information in a text. They create texts that show understanding of how
images and detail can be used to extend key ideas.
Students create structured texts to explain ideas for different audiences.
They make presentations and contribute actively to class and group
discussions, varying language according to context.
They demonstrate understanding of grammar, select vocabulary from a
range of resources and use accurate spelling and punctuation, editing
their work to improve meaning.

History
By the start of Year 5, students explain how and why life changed in the
past, and identify aspects of the past that remained the same.
They describe the experiences of an individual or group over time.
They recognise the significance of events in bringing about change.
Students sequence events and people (their lifetime) in chronological
order to identify key dates. They pose a range of questions about the
past. They identify sources (written, physical, visual, oral),
and locate information to answer these questions.
They recognise different points of view. Students develop and present
Throughout the Year 5, the level that students will be working towards a
satisfactory level of the achievement strand, refer to Appendix 1.
texts, including narratives, using historical terms.

Bridging content
Explicit teachings that will take place in the classroom that will help students gain more understanding and/or gain understandings in gaps that they
may have missed throughout the unit are
Ensure there are posters of books readily available on the writing process for students to link back to
Ensure there are posters or books readily available on the gold rush
Ensure there are follow on activities for students to complete if they finish early and/or need work to move onto
Ensure students have an understanding on how English and History link together
Be open to ideas from the students
.
Links to other learning areas

The main content area that will link to the English Unit Plan Overview is History. History is one of the curriculum areas that must be taught
throughout the Australian Curriculum. Then focus through this unit will be on the gold rush. Students will gain knowledge on what the gold rush; The
impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration,
the advent of rail, the expansion of farming, drought. (ACHHK095)