Portfolio: Language requirements in HASS

  1. Instructions

In this assignment we ask you to identify language that you would need to teach in order to support students in answering questions relevant to the study of History or Geography, to describe some relevant classroom activities, and to discuss how you would evaluate the success of your teaching.

You are not required to create a whole unit of work in history or geography. Rather, we would like you to use the resources supplied (and any other resources you like) to show us how you build language and literacy knowledge and skills through the teaching of particular content.

The choices below (in Step 1) allow you to decide if you want to demonstrate teaching ideas for Stages 1, 2, or 3.
To complete this assignment, follow the steps below:
If you wish, you can use this template.

Step 1
Choose one of the following questions to explore in your teaching sequence. Use the resources as a guide to the topic:

Question 1: Choose an important part of your daily life  (e.g., going to school, going shopping, family traditions, leisure activities). Interview a parent, or grandparent, or an older person in your community. Describe what has changed and what has stayed the same. (Year 1/Stage 1). 

NSW Syllabus:

Background resources:
Model text/daily life (Custance & Hole, 2024)

Sample unit of work(https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10/content/800)

Year 1-2 History Unit ideas (PETAA)



Step 2 (20 marks)
Write a model text that exemplifies the language that you will teach in exploring your chosen question with your students.

  • There is no word limit for your model text, but it should be appropriate to the year level you are working with.
  • You can use the model texts that are linked in Step 1 as inspiration, and you can also draw on the same language features, but you should write your own text.

Type your model text into the model text template, and make notes in the right and left columns to identify the structure of the text and key language features.

Identify the key language that you will be teaching, and the Australian Curriculum OR the NSW K-10 English Syllabus outcomes that you will address.

Step 3 (24 marks)

Describe three cumulative activities that you will do with your class, to support them in learning/using the language that you have identified in your focus text while developing their content knowledge. Activities may be oral (class discussions, interviews with guests); they may involve reading or viewing a range of texts; they may involve short drawing/creating or writing activities that consolidate knowledge.
For each activity, specify

  • your teaching goals relating to content and language
  • any resource you will use, how you will use the resource/s to teach both content and language skills
  • how you will conduct the activity, specifying how you will introduce new language and support language use during the activity

For example:

  • a guided viewing of a video resource.
  • setting up interviews with guests (e.g. community elders, people with special local knowledge), preparing open-ended questions, taking notes from interview recordings
  • collaboratively preparing observation sheets for an excursion
  • guided reading of primary source material or other relevant texts. What pre-reading activities will you do, and what language will you explicitly teach from the text?
  • deconstructing a model text.

Say whether you will use your focus text for a reading activity, or whether you will jointly construct your focus text with your class

Step 4  (6 marks)

Describe a writing task that will be a culminating task for this topic. This will vary according to the Stage/Year level.

For example:

  • a jointly constructed class text (it can be a reconstruction of your model text)
  • students independently write sentences, illustrate them, read and present them.
  •  students independently write a variation on the focus text. Students may also elaborate on the focus text by extending the ideas, and/or including diagrams or other visuals. They may also present their work orally.

Step 5 (5 marks)

Describe what you will be looking for as you are teaching your teaching sequence, to evaluate student learning? Consider a diverse range of existing skills in your class.

  1. Marking criteria
  2. Write and analyse a model text (20 marks)2. Three language focused activities (8 marks each)

    3. Description of a culminating writing task (6 marks)

    4. Description of criteria for evaluating student learning through your teaching sequence (5 marks)

    5. Language, literacy and presentation of the assignment (5 marks)

    You can download the marking rubric here.


  1. Further resources

Victorian Curriculum and Assessment Authority History teaching resources
NESA sample units: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10/content/1086


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