Unit/Topic: Migration to Australia

Date: 9/08/2015

Key Learning Area: History

Year Level: 5/6

UNIT OUTCOMES:
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
Elaborations

Identifying the reasons why people migrated to Australia in the 1800s (for
example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events
such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)

Investigating the experiences and contributions of a particular migrant group

within a colony (for example Germans in South Australia, Japanese in
Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer
River, Pacific Islanders in the Torres Strait)

Year 6 Outcomes: Historical Knowledge and Understanding

Australia as a nation:
Key figures and events that led to Australias Federation, including
British and American influences on Australias system of law and
government.(ACHHK113)
Elaborations

Studying Australias path to Federation through an examination of key

people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)
and events (for example the Tenterfield Oration, the Corowa Conference, the
referendums held in the colonies from 1898 to 1900)

The contribution of individuals and groups, including Aboriginal and

Torres Strait Islander people and migrants, to the development of
Henderson, J

Lesson Plan 2

Australian society, for example in areas such as the economy, education,

science, the arts, sport. (ACHHK116)
Elaborations

Investigating the role of specific cultural groups in Australias economic and

social development (for example the cattle industry, the Snowy Mountains
Scheme, the pearling industry)

Historical Skills: Chronology, terms and concepts

Use historical terms and concepts (ACHHS099)
Elaborations:

Using historical terms (such as the gold era, the Eureka Stockade, the Myall
Creek Massacre, colony)

Historical questions and research:

Identify questions to inform an historical inquiry (ACHHS100)
Identify and locate a range of relevant sources (ACHHS101)
Elaborations:

Using internet search engines, museums, library catalogues and indexes to

find material relevant to an inquiry (for example primary sources such as
stories, songs, diaries, official documents, artworks)

Understanding the internet domain names com, edu, gov as indicators of

the provenance of a source

Analysis and use of sources:

Locate information related to inquiry questions in a range of
sources(ACHHS102)
Compare information from a range of sources (ACHHS103)
Elaborations:

Finding relevant historical information about colonial Australia from primary

and secondary sources

Examining two sources of evidence to identify similarities and/or differences,

and describing what they reveal about the past

Explanation and communication:

Henderson, J

Lesson Plan 2

Use a range of communication forms (oral, graphic, written) and digital

technologies (ACHHS106)
Elaborations:
Using ICT to create presentations which are suitable for the target audience and
include text, images and/or audiovisuals

Classroom Management Strategies

Throughout the lessons these two classroom management practices will be
undertaken; cooperative learning and on task behavior. Cooperative learning, in
which small groups of classmates work towards common goals will be highlighted.
In their research groups the students will resolve differences of opinions and share
responsibilities. This management strategy is effective as I believe that students
are able to learn from their peers. To keep individual students on task first I would
apply low level interventions such as the look, a gesture to stop talking, walk and
stand next to the student and using an I statement. If the unacceptable
behaviour continues I will offer the student a choice in a non-threatening tone
giving the student an opportunity to re-engage or a consequence will occur.
At the beginning of each lesson the students will be asked to sit on the floor facing
the interactive whiteboard, the roll will be marked and then the Cue to Start which
I will use 1,2,3 arm crossed will be used to get the attention of the class. I will
instruct the students of the lessons layout.

Excursion to Maritime Museum

Time

Introduction:

Henderson, J

Teaching Approaches

Lesson Plan 2

20mi

ns

Discuss with students about the rules of

Confirm that all

the excursion and explain to them the

students excursion

safety of why these rules are in place.

Make sure that each student is

notes have been

comfortable with going on the excursion.

Students to be made aware that they are
responsible for their actions and items

signed by a
parent/caregiver

of the days itinerary

whilst on the excursion.

prior to

Students will be allocated into their

departure(catering

groups and then given the opportunity to

for all student

choose their country which they will

needs- not all

research in lessons 5-7.

students are

Students will be given their worksheet to

comfortable with

explore before going.

change of routine)

Students will be reminded of the inquiry

question.

Provide a rundown

Review with
students behaviour

Prepare students for going on the

expectations for the

excursion making sure they have

excursion including

everything they need e.g. water bottle,

consequences.

pens

Make sure students

are aware of what is
required with the
worksheet.
Teaching
Strategies

Planning and visualising

explicit processes.
Working non-verbally with
self-reflective, hands-on
methods.
Learning through images,
symbols and metaphors.
Learning through placeresponsive, environmental
practice.
Using indirect, innovative
Henderson, J

Lesson Plan 2

and interdisciplinary
approaches.
Modelling and scaffolding
by working from wholes to
parts.
Connecting learning to
local values, needs and
knowledge.
To be carried out
throughout the lesson
where appropriate.
Many of the above
strategies support the
way Indigenous
students learn.
Time
1

Main Content:
Excursion to Maritime Museum

hour

Teaching Approaches
Students to be

Students to take notes, photos and audio

placed into groups

using the iPads, to support their research

for the excursion,

the inquiry question. Students to use

these will also

worksheet to support their research

form their

inquiry.

research groups

The provided student worksheet will be

Pre planning of

designed to keep students on track in

groups will occur

collecting relevant information in regards

to aide all student

to the unit overview and final

needs. This will

assessment task.

involve placing
higher level
students with
lower level
students for
support. Other
strategies will
include having
special learning

Henderson, J

Lesson Plan 2

needs students in
a group and
assigning an SSO
to oversee the
group. Behaviour
will also be a
major factor when
assigning
students to
groups.

SSO or Indigenous
support worker

Time
10mi

Conclusion:
A reflective community circle will be

ns

Teaching Approaches
Teacher to initiate

done in the classroom for students to

conversation if

have a group discussion on things they

needed

may have enjoyed or learnt.

Notes for Teachers

Make sure that a first aid kit and the necessary medicine is available and
packed on the bus.

Ensure that if there are any students that need medication you can
administer it.

Float around the room to ensure that all students have some
understanding of what is required of them.

Make sure you have permission forms with you at all times.

RESOURCES
Classroom support (SSO/Parent/ Indigenous support worker)
Worksheet
Henderson, J

Lesson Plan 2

Excursion permissions, Hazard Assessment, Bus booking and confirmation, extra

support (SSO, Indigenous support worker or Parents), class lists
iPads
First aid kit

SAFETY CONSIDERATIONS/MATERIALS
First check or revisit the schools policy on safety in the classroom and on
excursions.
Check health records on each student so you are aware how to react to any
potential problems.
Always test each activity by yourself before engaging in a lesson with the students.
Explain to the students about any potential dangers that could be involved in the
lesson.
Before each lesson, display and discuss with the students about safe practices.

ASSESSMENT
Formative assessment will be used at the end of the lesson where the teacher will
go through the worksheet of how students went.

Henderson, J

Lesson Plan 2

Note* This will be the main focus for this lesson. Teacher to make sure they are
aware of the overall summative assessment and take note on each student in each
individual lesson

Whole Unit Assessment

Type of

What will be assessed

When it will be

assessmen
t

assessed
Organization, Collaboration and Responsibility

Participation

Throughout the
assignment (20%)

Knowledge, research and ICT skills

Research

On
Completion/Markin

Knowledge and researching skills

Excursion

g (20%)
On completion

Poster/Powerpoint, Oral, audio and supporting

(10%)

Presentation

documents (rough copies) Identifying of

of Learning

learning journey and demonstrating historical

On

understanding and knowledge

Completion/Markin
g (40%)

Self and
Peer
assessment

On Completion
(10%)

REFLECTION
1. Was this excursion successful.why or why not?
2. If we do this again, is this a good choice of location?
3. Were the students engaged in the lesson?
4. Were the iPads a successful means in recording and taking photos?
5. Were the worksheet questions appropriate?
Henderson, J

Lesson Plan 2

References
Australian Curriculum Assessment and Reporting Authority(ACARA). (2013). The
Australian curriculum. History. Retrieved September 15, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning.
Victoria, Australia: ACER Pres

Henderson, J

Lesson Plan 2

Appendix 1
Maritime Museum Excursion Worksheet
In your groups, brainstorm the following questions during the excursions,
and write some dot points. Answers will be discussed as a class in the
next lesson.

Why and how did Australia become a nation?

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------How did Australian society change throughout the twentieth century?
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Who were the people who came to Australia? Why did they come?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------What contribution have significant individuals and groups made to the
development of Australian society?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Henderson, J

Lesson Plan 2

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Henderson, J

Lesson Plan 2