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FORWARD PLANNING DOCUMENT

TERM/WEEKS:
General Capabilities:
Literacy

YEAR LEVEL: 5
Numeracy

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

WEE
K/
LES
SON

Wk.
1 (1)

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding
Reasons
(economic,
political and
social) for the
establishment
of British
colonies in
Australia after
1800
(ACHHK093)

Sequence in
chronological
order.
(ACHHS098)
Locate
information on
the web from
inquiry
questions
given to
students
(ACHHS102)
Use a range of
communicatio
n forms (oral,
written,
technology)
(ACHHS106)

LEARNING AREA/TOPIC: Australian History

SPECIFIC
LESSON
OBJECTIVE

Explain why
the English
migrated to
Australia in the
1800s.
State key
dates of
colonization in
chronological
order.
Use an online
timeline to
place key
dates in
chronological
order.

ICT

Critical and
creative
thinking

Ethical Behaviour

Asia and Australias engagement with Asia

ASSESSM
ENT
(what &
how)

Rubric/ Criteria;
The final timeline
will be assessed
on quality of detail
and accuracy of
dates, pictures,
additional
information.
Continual
observation;
Direct
Observational
Group discussion
usage of online
blog.
Reference List;
Questions

AUSTRALIAN CURRICULUM HISTORY

Personal and
social
Competence

Intercultural
Understandin
g

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Introduction:

KEY
QUESTIONS

RESOURCE
S

Why did the English

Migrate to Australia?

What were the key

dates to note
throughout
colonization?

IPads-Padlet
app
Computers
Pens, notepads
Other books
available
https://www.yo
utube.com/wat
ch?
v=Q1PLNK1bht
0

What are the rules for

the timeline?

https://padlet.c
om/

For homework,
where did your family
originate from?

http://www.dipit
y.com/

Teacher introduces the topic of Australian History

Teacher plays YouTube video titled: AUSTRALIA: Colonisation to
Federation (1788-1901) https://www.youtube.com/watch?
v=Q1PLNK1bht0
Body:
Using Padlet online, students are to blog why the English migrated
from Britain to Australia (stated in the video). Specify any economic,
political or social reasons. Continue by blogging the key dates of
colonization. Then use a group discussion to get students to share
answers/opinion.
Teacher introduce timeline and students set up an account on Dipity.
Teacher to explain the timeline project using Dipity.
Students to independently begin timeline adding relevant pictures from
Britannica, key dates from the YouTube video, blogging and extra
information if desired (academically advanced students).
Conclusion
Teacher asks students to save their work on student drive. Teacher

Were the reasons

economic, political or
social?

http://www.brit
annica.com/pla
ce/WesternAustralia/Gover
nment-andsociety#toc426
09

concludes by asking students to find out where their family originates

and if their parents migrated or where they already here

Wk.
2(2)

The nature of
convict or
colonial
presence,
including the
factors that
influenced
patterns of
development,
aspects of the
daily life of the
inhabitants
(including
Aboriginal
Peoples and
Torres Strait
Islander
Peoples) and
how the
environment
changed
(ACHHK094)

Sequence in
chronological
order.
(ACHHS098)
Locate and
compare
information on
the web from
inquiry
questions
given to
students
(ACHHS102)
(ACHHS103).
Identify points
of view past
and present
(ACHHS1040

In pairs
compare a
minimum of 5
lifestyle
characteristics
of both the
Australian
Colonial
people and
present
Australians.

In Pairs display
the ability to
analyse three
different
sources of
information
and select
interesting
details.

Rubric/ Criteria;
Summative
Assessment
Assessment
guide/steps;
Portfolio
Assessment
Continual
observation;
Direct
Observational
Reference List;
Questioning

Introduction:
Teacher introduces Colonial Australia to class and brainstorm on
colonisation on the whiteboard.
Class to watch clip titled:A Change of lifestyle
(http://splash.abc.net.au/home#!/digibook/618324/colonial-life)
Short classroom discussion on video content.
Body:
Using Padlet online, students are to blog two observations from the
video. Introduce video clip project to students, explain purpose of
lesson and share an example video. Teacher to allocate students into
pairs. Students are to set up account on Vidra with a teacher
demonstration step by step.
Teacher distribute project guide and run through with all students.
Teacher to share helpful web resources. Teacher give students time to
ask questions/express concerns. Students given time to work in
allocated pairs and teacher to scour room for students struggling.
Once students have finished video clip project, students are to upload
video clip onto Dipity.1 key fact from each category selected is to be
entered with a relevant image from Britannica images into Dipity as a
timeline event.
Conclusion
Teacher to have small classroom discussion about colonisation and
students to answer following questions on Padlet:

Are there any significant differences in your selected

categories (Colonial vs Present times), If so what and how?

How has the investigation of Colonial times shaped your

perception on the opportunities available to you today?

Is there anything from the Australian Colonial history that you

found really interesting or insightful?

If you had a choice to live in Colonial or present Australia

which would you choose and why?

Teacher to remind students to back work up onto student drive.

http://www.aus
historytimeline.
com/

Are there any

significant differences
in your selected
categories (Colonial
vs Present times), If
so what and how?

Is there anything
from the Australian
Colonial history that
you found really
interesting or
insightful?

-Computers
-iPad
- Vidra iPad
App
-Britannica
Images
-Common
classroom
materials
-Writing paper
-Resource
books
-Youtube
-Padlet
http://www.resou
rces.det.nsw.ed
u.au/Resource/A
ccess/427f4fb3c587-47348e54d7f91e4561fb/1

If you had a choice to

live in Colonial or
present Australia
which would you
choose and why?

splash.abc.net.a
u/home#!/topic/4
94654/convictand-colonialaustralia/all.

How has the

investigation of
Colonial times
shaped your
perception on the
opportunities
available to you
today?

www.scootle.ed
u.au/ec/viewing/
R11732/index.ht
ml.
http://quest.eb.c
om
www2.sl.nsw.go
v.au/archive/disc
overcollections/histor
ynation/agricultur
e/life/index.html

Wk.
5 (5)

The role that a

significant
individual or
group played
in shaping a
colony; for
example,
explorers,
farmers,
entrepreneurs,
artists, writers,
humanitarians,
religious and
political
leaders, and
Aboriginal
and/or Torres
Strait Islander
peoples.
(ACHHK097)

Sequence
historical
people and
events(ACHH
S098)
Identify
questions to
inform an
historical
inquiry (ACHH
S100)
Compare
information
from a range
of
sources (ACH
HS103)
Identify points
of view in the
past and
present(ACHH
S104)
Use a range of
communicatio
n forms (oral,
graphic,
written) and
digital
technologies(A
CHHS106)

Identify key
events in
Yagans story
as groups.
Individually
critically
analyse an
image of
Yagan.
Create a short
poem based
on a personal
understanding
of Yagans
story.

Rubric/ Criteria;
The final timeline
will be assessed
on quality of detail
and accuracy of
dates, pictures,
additional
information.

Introduction:

Continual
observation;
Students ability to
work
independently
Group discussion
contribution,
Quality of poems;
-shows
understanding,
-ability to form a
critical and
educated opinion.

Students are to log onto website and independently read the article on
Yagan and his life, noting important dates where possible. Students
will then complete the notebook section.

Teacher summarizes previous lesson and asks students if they are

aware of any past famous Australians?
Teacher to inform students this lesson will focus on Yagan (famous
indigenous man).
Body:

Teacher talks about Yagan, followed by classroom discussion; teacher

to ask students to give their opinion/answers on question 4 and 5
(critical and creative thinking).
Teacher to display the image of an English man and the indigenous
man on projector, students to share vocal perspective. Teacher to
write students perspective on whiteboard.
Students are to create a short poem using Yagans story and supplied
image. Poem must entail empathy towards the indigenous people in
regards to invasion (Poem style is dependant on what has been
taught during English). Teacher will collect work and hang around the
room once marked.
Students will update Dipity timeline with entries consisting of any new
data or images.
Conclusion:
5 students to share poems and asks questions relating to their poem.
Teacher concludes lesson by stating the importance of knowing both
sides of the story before forming an educated opinion.

Who can tell me of

any past famous
Australians?
Has anyone heard
about Yagan?
What was your
answer for question
4? Why is this?
What was your
answer for question
5? Why is this? What
caused you to form
this opinion?
Who can describe to
me what they see in
this image?
(Ask probing
questions based on
their answers)

http://www.scoot
le.edu.au/ec/vie
wing/L5206/inde
x.html
http://www.dipity.
com/
thttp://www.scoo
tle.edu.au/ec/vie
wing/R4024/inde
x.html

Wk.
8(8)

The impact of
a significant
development
or event on a
colony; for
example,
frontier
conflict, the
gold rushes,
the Eureka
Stockade,
internal
exploration,
the advent of
rail, the
expansion of
farming,
drought.
(ACHHK095)

Sequence
historical
people and
events
(ACHHS098)

Recognise that
gold was
discovered in
many parts of
Australia.

Use historical
terms and
concepts
(ACHHS099)

Explain how
the gold rush
era introduced
new skills and
tools into
Australia.

Use a range of
communicatio
n forms (oral,
graphic,
written) and
digital
technologies
(ACHHS106)

Discuss how
the gold rush
caused a
boom in the
population of
Australia.

Kahoot will be
used to create a
game that will
pose questions,
investigating
whether the
lesson objectives
were met.

Introduction:
Teacher introduces Australian Gold Rush (activating prior knowledge)
Some examples could be:
- State characteristics of Gold.
-What are some uses of gold?
(Draw card: a small globe of gold flakes for students to look at).

The online
timelines will be
accessible to the
teacher, for
students to be
monitored and
assessed on:
quality of detail,
accuracy of
dates, pictures
and additional
information.

Students play the Gold Rush Game 2 in pairs to get them thinking
about the Gold Rush.

Body:

Students then investigate more information about the gold rush

individually by going to the tab about the Gold rush and looking at
Gold rush routes, wheres the gold? and Gold timeline.
Students will log into their online timeline in Dipity and read further
information in Gold rush 2. Student will then update relevant
information into Dipity as a timeline entry (Cater appropriately to
knowledge capacity; i.e. lower/higher achieving students).
Have the students play the game (Gold rush 2) in groups of four and
update Dipity with any relevant new information onto their timeline.
At this point, students can explore information and pictures about
Australian nuggets and add any information added to their timelines
(advanced learning).
Conclusion:
Students to save work on Dipity, with teacher reminding students
about major project (timeline) deadline.
Teacher to engage students in a pre-organised interactive quiz
(Kahoot) to quiz students on how well theyve retained information
about the gold rush. Teacher will group students into groups of four.
These questions will be based on the lesson.

Who would like to

present their work to
the class and explain
how they came to
think this.
Where was gold
found in Australia
between 1851
1893?
What were the skills
and tools that were
brought into
Australia, due to the
Gold Rush and why
was considered
important?
Where did people
migrate from to come
to Australia for the
Gold Rush?

http://www.dipity.
com/
http://www.scoot
le.edu.au/ec/pin/
ONFYQY?
userid=519366
Pin:
ONFYQY
http://www.dipity.
com/
http://www.sbs.c
om.au/gold/story
.php?
storyid=113