Assessment Task 1

Task Instructions

Research

• Engage locally: Choose one local historical event to focus on.
• Gather Historical Evidence. Find reputable historical materials about the event from a range of sources. You can use the following:
  • Books o Journal articles 
  • Newspaper clips o Podcasts 
  • Published autobiographies 
  • Society websites 
  • Documentaries 
  • Oral tradition or verbal evidence is accepted for Aboriginal and Torres Strait Islander perspectives and migrant / silenced or quietened viewpoints. 
  • Images

Organise

Download the assessment template. Prepare a proposal for a children’s non-fiction book or e-resource. It should include: 

• A short locally focused Acknowledgement of Country 
• A brief introduction and contents list 
• A summary of the event 
• A creative representation of two different perspectives (viewpoints/angles) from within this event. 
• Multimodal components

Align

Develop a Curriculum Statement: 

• Illustrate how your proposed book/learning resource aligns with your State’s Curriculum Framework. Complete the table provided in the Assessment Template. Details provided in the Curriculum Table are not part of the word count. 
• Provide a narrative of curriculum alignment decisions and strategies.

Reflect

Develop a Pedagogy Statement Discuss your pedagogical approach in enacting your learning resource. You must engage: 

• Modules 1-3 
• Discussions in the tutorials 
• The readings 
• Your own research

Summary of Assessment Requirements

This assessment requires students to research a local historical event and develop a proposal for a children’s non-fiction book or digital learning resource. The task emphasizes historical inquiry, multimodal representation, curriculum alignment, and pedagogical reflection. Students must:

Key Requirements

1. Research and Evidence Gathering

• Select one local historical event.
• Collect a wide range of reputable historical sources such as books, journals, newspapers, documentaries, society websites, podcasts, or published autobiographies.
• Include oral tradition or verbal evidence, particularly for Aboriginal, Torres Strait Islander, migrant, or silenced community perspectives.
• Incorporate relevant images or visual evidence.

2. Organise and Develop the Book Proposal

• Download and use the prescribed assessment template.
• Prepare a proposal including:
  • A short, localised Acknowledgement of Country
  • A brief introduction and contents list
  • A concise summary of the chosen event
  • A creative representation of two different perspectives from the event
  • Multimodal components to engage young learners

3. Align to Curriculum Requirements

• Complete the Curriculum Statement table aligning the proposed book/resource with the state’s curriculum framework.
• Provide a narrative explaining curriculum choices, teaching strategies, and justification for selected content.

4. Reflect on Pedagogy

• Develop a Pedagogy Statement that reflects:
  • Modules 1–3
  • Tutorial discussions
  • Course readings
  • Independent research
• Explain how your pedagogical approach supports children’s understanding of history, perspectives, and critical inquiry.

How the Academic Mentor Guided the Student 

The Academic mentor supported the student through each stage of the assessment by breaking the task into clear, manageable steps and explaining how to meet academic and curriculum standards effectively.

Step 1: Understanding the Task and Choosing a Local Event

The mentor first helped the student interpret the assessment instructions, emphasizing the importance of selecting a locally significant historical event. Together, they brainstormed events with rich historical evidence and diverse perspectives, ensuring the topic would be appropriate for children’s learning.

Step 2: Gathering and Evaluating Historical Evidence

The mentor guided the student on how to locate credible, age-appropriate sources, distinguishing between primary and secondary evidence. They discussed how to integrate oral histories especially from Indigenous or marginalised communities to ensure inclusive representation. The mentor also explained how to document and organise images, clips, and references properly.

Step 3: Structuring the Book Proposal

Next, the mentor walked the student through the assessment template section by section:

• How to craft a respectful, locally focused Acknowledgement of Country
• How to structure an introduction and create a clear, child-friendly contents list
• How to summarise complex historical events into accessible language
• How to creatively present two contrasting perspectives (e.g., Indigenous vs colonial experiences; government vs community viewpoints)
• Selecting suitable multimodal components to enhance comprehension

The mentor ensured that the student maintained historical accuracy while using engaging storytelling suitable for young readers.

Step 4: Curriculum Alignment

The mentor then guided the student through the Curriculum Statement, showing how to map:

• Learning outcomes
• Knowledge strands
• Skills indicators
• Historical thinking concepts

They explained how to complete the table accurately, and how to write the narrative supporting the curriculum choices highlighting why specific content, perspectives, and multimodal elements promote deeper learning.

Step 5: Pedagogy and Reflection

Finally, the mentor assisted the student in developing a reflective Pedagogy Statement. They revisited Modules 1–3, tutorial insights, and scholarly readings to help the student articulate:

• Inquiry-based learning strategies
• Culturally responsive teaching
• How multimodal resources build children’s historical literacy
• The importance of presenting multiple viewpoints to foster empathy and critical thinking

The mentor encouraged the student to link their identified event, curriculum decisions, and teaching approach into a cohesive reflective narrative.