Harmony Day
Summary of task
Students completed a teacher-created worksheet to answer questions, and gather and interpret information associated with Harmony Day (21 March). As part of the task students completed a survey of the cultural heritage of their year group, and recorded and drew conclusions from the resultant data. The task was completed during class time over two 50-minute lessons during the week of the celebration.
Achievement standard
By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance of different celebrations and commemorations for different groups.
Students sequence information about events and the lives of individuals in chronological order. They pose questions about the past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They analyse information to identify a point of view. Students develop texts, including narrative accounts, using terms denoting time.
By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander Countries/Places and selected countries neighbouring Australia. They describe the characteristics of different places at local scales and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have different perceptions of places.
Students pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual action in response to a geographical challenge.
By the end of Year 3, students explain the role of rules in their community and the importance of making decisions democratically. They describe how people participate in their community as active citizens.
Students pose simple questions about the society in which they live. They collect information from sources to answer these questions. They examine information to identify a point of view and draw simple conclusions. Students share their views on an issue and describe how they participate in a group. They present their ideas and conclusions in oral, visual and written forms using civics and citizenship terms.
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Annotations
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Learning Area
Identifies the role played by a particular community commemoration -
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Subject - History
Identifies the role played by a particular community commemoration -
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Learning Area
Responds to questions using texts containing simple terms -
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Learning Area
Represents the theme of a commemoration in visual form -
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Subject - Civics and Citizenship
Creates a visual text to represent their community
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Annotations
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Learning Area
Reflects on learning to propose an action -
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Subject - Civics and Citizenship
Reflects on personal role and responsibilities within a group -
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Learning Area
Interprets gathered data to draw simple conclusions -
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Subject - Geography
Interprets gathered data to draw simple conclusions -
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Subject - Geography
Represents gathered data in graphic form -
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Learning Area
Represents gathered data in graphic form
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Annotations
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Learning Area
Gathers data as part of an inquiry -
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Learning Area
Collates data in tabular form -
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Subject - Geography
Gathers data as part of an inquiry -
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Subject - Geography
Collates data in tabular form
