TERM/WEEKS: 2/1-4

YEAR LEVEL: 4

LEARNING AREA/TOPIC: History

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM HISTORY
General Capabilities:
Literacy

Numeracy

ICT

Critical and creative

thinking

Ethical Behaviour

Personal and social

Competence

Intercultural
Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSON

1/1

AUSTRALIAN CURRICULUM
LINKS
Historical
Skills
Knowledge &
Understanding
(ACHHS081)
Sequence
historical
people and
events

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

- Can describe an
experience of an
individual historical
figure
- Can describe
diverse
characteristics of
different places Are able to locate
and collect
information and
data from different
courses

ASSESSMENT
(what & how)

- Checking if
timeline is correct
- Observing
students behaviour
during lesson Their book from
the Book creator
app will be
assessed,
including their
effort,
interpretation and
if the necessary
information is

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

1. Students are asked to move

to the front of the room to
retrieve an iPad For students
that have a physical or learning
disability, they also retrieve
handout with more information
about the technology and the
activities
2. Students are asked to open
the Book Creator app
(guidance by teacher if
students are struggling)
3. Teacher goes through the
key feature of the app and the

KEY
QUESTIONS

RESOURCES

How would you feel as

a European/Indigenous
person during
Australias settlement?

iPad

What would you see as

a European/Indigenous
person during
Australias settlement?

Whiteboard

What would you hear

as a European/
Indigenous person
during Australias

Book Creator
app

Computer and
projector
Access to the
internet

included
- Can interpret data
and create a
timeline to sort,
record and report
data

different tools available asks

children to raise hands if they
can find everything
4. Teacher puts the directions
on the whiteboard or on the
projector
5. Students are asked to create
a cover page in book creator, it
must include a: title, picture
and student's name
6. Students may use google to
find an image of an Australian
historical event
7. Once this has been
completed, the teacher asks
the students to go to Safari
and type in the web address
for the Read Write Think
Timeline website
8. The teacher asks the
students to arrange the
Australian historical dates
correctly from the instructions
on the board and to place them
in the timeline
9. The teacher shows the
students in a small tutorial
using the projector the key
features of the website and the
options available students
are asked if they understand
10. Students can include
pictures if they finish early

settlement?

11. Once this has been finished

students are asked to save
their timeline as an image and
place it into their Book Creator
app (guidance by teacher if
students are struggling)
12. The teacher directs the
students to the next activity
which is a creative task
13. Students are asked to use
the voice recording tool to
record their experience as
either a European settler or
and Indigenous person they
must record how they feel,
what they see and what they
hear
14. If a student is excelling at
these tasks, they may create a
short video instead of a voice
recording
15. Students are asked to put
their iPads down once they are
finished to signify to the
teacher that they have finished
16. The teacher follows these
activities with a class
discussion Which activity did
you like the best? Which
activity did you find the most
challenging?

2/2

(ACHK07)
The diversity
of Australias
first people
and the long
and
continuous
connection of
Aboriginal and
Torres Strait
Islander
peoples to
country/place
(land, sea,
waterway and
skies) and the
implications
for their daily
lives

(ACHHS086)
Develop
texts,
particularly
narratives

- Are able to
develop questions
about the past and
locate, collect and
sort information
from different
sources to answer
these questions Can describe the
experiences of an
individual or group
in the past
- Can create a short
story based on a
real historical event

- Students will be
assessed on the
quality and detail
of their short story
- Their TagCrowd
will be assessed
for quality of
research
- Students
behaviour during
the task will be
assessed

1. Students are asked to sit at

computers and to access the
internet
2. Teacher gives handout to
students with relevant
information, direction and links
provided for students with a
physical or learning disability
the handout is made clearer
and made with a bigger font
3. Students are to use google
to research facts on
Indigenous life precolonisation
4. Students are asked to type
in the TagCrowd web address
to access the website
5. They must put 6 facts into
the website and create a
TagCrowd the TagCrowd will
collect the main words from
the students facts they
inputted
6. Once the students have
generated their TagCrowd they are printed
7. The students are then asked
to collect an iPad from the
front of the class and open the
Book Creator app
8. The teacher instructs the
students to type their creative

Which part of the

lesson did you enjoy
the most, writing the
story or researching
information for your
TagCrowd?
Did you learn anything
new today?

Handout
Computers
iPads
Book Creator
app
Access to
internet

story onto a page in the app

9. The students must use their
TagCrowd for ideas and main
words
10. Students that struggle with
literacy or have a physical or
learning disability are asked to
create a ten line story, students
who excel are asked to write
500 words, standard students
are asked to write 400 words
11. The teacher reminds the
students to include a title for
their story students that
finish early can search google
for an image for their story
12. Students are asked to put
their iPads down once they
have completed the tasks
indicated on the handout,
making sure to save their work
13. Once all students have
completed the activities
(Teacher guidance for
struggling students), the
teacher asks the students to sit
on the mat to participate in a
discussion
14. Once the students are on
the mat, the teacher asks the
questions: Which part of the
lesson did you enjoy the most,
writing the story or

researching information for

your TagCrowd? Did you learn
anything new today?
15. The teacher asks 3
students to share their short
story ideas with the class

3/3

(ACHHS084)
Locate
relevant
information
from sources
provided

(ACHHK079)
Stories of the
First Fleet,
including
reasons for
the journey,
who travelled
to Australia,
and their
experiences
following
arrival.

- Produce relevant
research
information on a
given historical
figure who traveled
to Australia on the
First Fleet using
Britannica
- Produce an
informative wanted
poster using Book
Creator

- Grading of
printed Wanted
Poster including
quality of research
and authentic look
of poster

Students will learn the stories

of the First Fleet, through
adopting the perspective of a
specific character official/passenger, crew,
marines including families,
convicts (men, women and
children)
Information collected via
Britannica School on the given
character must include a
picture, birth date, current age,
reason why they came out to
Australia
Students will then use Book
Creator to create a Wanted
posted on their given character
Students with learning
difficulties will be provided
with research information and
will only be required to
interpret this information and
place the relevant information
in a wanted poster
Gifted & Talented students will
be required to place more
detailed information in their

What was the reason

your character came to
Australia on the First
Fleet?
What were the
experiences of those
on the First Fleet once
they arrived in Australia
(ie; why are they
appearing on a wanted
poster)?

Britannica
School:
http://school.eb
.com.au.ipacez.
nd.edu.au/level
s
Book Creator
app
Access to the
internet

wanted poster, with extension

questions provided to guide
this

4/4

(ACHHK080)
The nature of
contact
between
Aboriginal
people and
Torres Strait
Islanders
Peoples and
others, for
example, the
Macassans
and the
Europeans,
and the effects
of these
interactions
on, for
example
families and
the
environment

- Understand the
nature or
interactions
between
Indigenous
Australian and
Europeans
- Create a 2min
video of an
interaction between
a European and an
Indigenous
Australian using
Puppet Pals HD

Assess the video

quality;
- accuracy of
characters
appearance
- change of scene
and character
movement
- script content

Students will learn of the

historical contact between
Indigenous Australians and
Europeans, including the
Stolen Generation
Students will be read aloud
excerpts of the Apology to
Australia's Indigenous peoples
by Kevin Rudd, 2008, as well
as other accounts of
Indigenous and European
contact both positive and
negative
Connections between
historical contact and the
effects of the stolen generation
will be made
Students will then incorporate
an interpreted scene from one
of these accounts of
interaction and create a short
2min video of this
interpretation using Puppet
Pals HD
Students with learning
difficulties will be provided
with a pre-scripted interaction
scene and will only be required
to create a Puppet Pals HD
video with this given
information

What was the nature of

contact between
Indigenous Australians
and Europeans?
What effect did these
interactions have on

Apology to
Australia's
Indigenous
peoples
- K. Rudd,
2008
Follow the
Rabbit-Proof
Fence D.
Pilkington,
1996
Access to the
internet
Puppet Pals HD
app

Gifted & Talented students will

be required to place more
detailed information in their
video, with extension
questions provided to guide
this