Literacy General Capability
This pathfinder provides opportunities for you to listen to, view, and read digital and print resources. The reference resources, dictionaries, glossary, search tool, and website evaluation criteria provide you with the information and tools to create knowledge and use your skills to organise and create your assignment. These resources include video, print and digital sources which include illustrations, maps, timelines, and text containing primary and secondary sources.
You will use literacy skills to explore, question and analyse information to create knowledge that will be communicated through your assignment.
You will use literacy skills to explore, question and analyse information to create knowledge that will be communicated through your assignment.
Intercultural Understanding General Capability
This pathfinder provides opportunities for you to develop your intercultural understanding of our nation’s cultures and beliefs. The resources provide you with the opportunity to explore how the Eureka Stockade helped to shape Australia’s national identity and reflect on the changing nature of culture.
You will be exposed to differing perspectives, values and beliefs of people from the past and will have the opportunity to develop a historical understanding about how the Eureka conflict was caused and the consequences it had for Australian society and culture.
You will be exposed to differing perspectives, values and beliefs of people from the past and will have the opportunity to develop a historical understanding about how the Eureka conflict was caused and the consequences it had for Australian society and culture.
Australian Curriculum, Assessment and Reporting Authority's (ACARA)
Literacy General Capability
‘Students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society’ (ACARA, 2012, Literacy section, para. 1).
Literacy involves students:
Students develop their literacy capability as they learn how to:
Historical texts typically include those that:
‘These texts are often accompanied by graphics such as illustrations, maps, tables and timelines that provide significant information and are supported by references and quotations from primary and secondary sources’ (ACARA, 2012, Literacy section, para. 2).
'Students understand that language varies according to context and they develop their ability to use language flexibly' (ACARA, 2012, Literacy section, para. 3). This includes:
Literacy involves students:
- listening to
- reading
- viewing
- speaking
- writing
- creating oral, print, visual and digital texts
- using and modifying language for different purposes in a range of contexts (ACARA, 2012, Literacy section, para. 1).
Students develop their literacy capability as they learn how to:
- build historical knowledge
- explore
- analyse
- question
- discuss
- communicate historical information, concepts and ideas (ACARA, 2012, Literacy section, para. 2).
Historical texts typically include those that:
- recount a sequence of events
- present past events as a narrative
- discuss concepts and ideas
- argue a point of view (ACARA, 2012, Literacy section, para. 2).
‘These texts are often accompanied by graphics such as illustrations, maps, tables and timelines that provide significant information and are supported by references and quotations from primary and secondary sources’ (ACARA, 2012, Literacy section, para. 2).
'Students understand that language varies according to context and they develop their ability to use language flexibly' (ACARA, 2012, Literacy section, para. 3). This includes:
- understanding and using the language features of historical texts including topic vocabulary
- using past tense verbs for recounting events
- using complex sentences to establish sequential or cause-and-effect relationships
- using adverbs to describe places, people and events
- using extended noun groups employing descriptive adjectives (ACARA, 2012, Literacy section, para. 3).
ACARA's Intercultural Understanding General Capability
Students develop intercultural understanding as they learn to value their own and others:
‘They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture’ (ACARA, 2012, Intercultural Understanding section, para. 1).
The capability involves students learning about and engaging with diverse cultures in ways that recognise:
Students learn about:
They have opportunities to learn about the contribution of migration from:
They learn about:
- cultures
- languages
- beliefs (ACARA, 2012, Intercultural Understanding section, para. 1).
‘They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture’ (ACARA, 2012, Intercultural Understanding section, para. 1).
The capability involves students learning about and engaging with diverse cultures in ways that recognise:
- commonalities
- differences
- create connections with others
- and cultivate mutual respect (ACARA, 2012, Intercultural Understanding section, para. 1).
Students learn about:
- the perspectives, beliefs and values of people (past and present)
- the importance of understanding their own and others' histories
- the origins and development of Australia’s national identity
- the forging of Australian cultural heritage
- and recognise the significance of Aboriginal and Torres Strait Islander peoples’ histories and cultures (ACARA, 2012, Intercultural Understanding section, para. 2&3).
They have opportunities to learn about the contribution of migration from:
- Europe
- Africa
- the Middle East
- the Asia-Pacific region (ACARA, 2012, Intercultural Understanding section, para. 3).
They learn about:
- the historic benefits and challenges of interacting with other countries and cultural groups in local, regional and international contexts
- events and developments that have influenced diverse societies and cultural groups over time
- come to understand the nature, causes and consequences of cultural interdependence, dispossession and conflict
- and refer to a range of sources portraying different cultural perspectives in order to develop historical understanding (ACARA, 2012, Intercultural Understanding section, para. 3).
Reference List
To contact the South Coast Primary School teacher librarian please complete the contact form.