FORWARD PLANNING DOCUMENT

TERM 1, WEEK 6 YEAR LEVEL: 7 LEARNING AREA/TOPIC: Humanities and Social Sciences

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical behaviour Personal and social Intercultural
thinking competence understanding
Cross-Curriculum Priorities: N/A
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

It is assumed that each student has access to their own Apple MacBook Air

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 6 Civics and Students are to: Diagnostic Introduction

Lesson 1 Citizenship: Construct an online assessment/formative  Review students’ prior knowledge regarding the Australian Quizizz gamified quiz
Designing Our mind map assessment Constitution, its purpose and its value, which was covered in (https://quizizz.com for
Political and Legal summarising, in the Review students’ prior Week 1, through an online quiz. teacher access;
System form of key points, the knowledge of Australia’s  Introduce the lesson topic by explaining to students the https://quizizz.com/join
process for Constitution, its purpose and its connection between their prior knowledge of the Australian for student access)
The process for constitutional change value through an online quiz at Constitution and the process for constitutional change.
constitutional through a referendum, the start of the lesson.
change through a working individually. Body
referendum and Formative assessment  Read page 18 of the textbook as a class. Ask for student Pearson Humanities and
examples of Whilst roaming around the volunteers to read various passages. Social Sciences Western
attempts to classroom, observe the degree  Between passages, elaborate upon the key points that have been Australia 7
change the to which students remain on read, including the definition of referendum and the process by
Australian task and display critical and which the Australian Constitution is changed.
Constitution by creative thinking in the making  Walk students through the diagram on page 18 of the textbook,
referendum, such of their mind map, recording any using it to explain the process for constitutional change in
as the important observations. Australia through a referendum.
unsuccessful vote “Changing the Australian
on the Constitution” diagram
Constitution  Display the “Changing the Australian Constitution” diagram on from the Parliamentary
Alteration the overhead projector. Use the diagram to further explain the Education Office
(Establishment of process for constitutional change in Australia. Check for (https://www.peo.gov.a
Republic) 1999 understanding by inviting students to ask questions. u/uploads/image_gallery
(ACHCK049)  Ask students why they think Australia’s process for constitutional /the-
change has a double majority requirement. Students are to law/PEO_0704_changing
engage in think, pair, share. Build upon students’ answers -constitution.pdf)
through elaboration and by asking follow-up questions.
 Students are to construct their own online mind map SpiderScribe online mind
summarising the process for constitutional change in Australia, mapping
referring to their textbook (page 18) and the diagram. (https://www.spiderscrib
 Walk students through the key features and tools of SpiderScribe e.net)
before directing students to begin their mind map.
 Read page 19 of the textbook (“Referendums in Australia” only)
as a class. Ask for student volunteers to read various passages. “The 1967 referendum”
 Between passages, elaborate upon the key points that have been (https://www.aph.gov.a
read, including the examples of successful and unsuccessful u/About_Parliament/Parl
referendums that have been held in Australia. iamentary_Departments
 On the overhead projector, display a table representing the /Parliamentary_Library/F
results of the 1967 referendum. Ask students to explain why the lagPost/2017/May/The_
referendum was successful, based upon their understanding of 1967_Referendum)
the process for constitutional change in Australia. Build upon
their answers, referring to the diagram from before. “1999 Referendum
 Repeat the process above using a table representing the results Report and Statistics”
of the unsuccessful 1999 referendum. (https://www.aec.gov.au
/elections/referendums/
Conclusion 1999_referendum_repor
 Restate the process for constitutional change in Australia, ts_statistics/summary_re
referring to the diagram on the overhead projector. public.htm)
 Inform students that the focus of the next lesson will be the
unsuccessful 1999 referendum on Australia becoming a republic.
 WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 6 Civics and Students are to: Diagnostic Introduction

Lesson 2 Citizenship: Create, using Google assessment/formative  Review the previous lesson’s content by asking questions of
Designing Our Docs, a one to two- assessment students about the process for constitutional change in Australia
Political and Legal page overview of Review students’ recollection of and the 1999 referendum on Australia becoming a republic.
System how they plan, in the content covered during the  Explain to students that this lesson will be spent exploring the
their assigned small previous lesson through the unsuccessful 1999 referendum and the arguments used for and
The process for groups, to create an asking of a series of questions at against Australia becoming a republic.
constitutional iMovie highlighting the start of the current lesson.
change through a the key arguments Body
referendum and for and against Formative assessment  Display PowerPoint presentation (based upon pages 20 and 21 Pearson Humanities and
examples of Australia becoming a Whilst roaming around the of the textbook) on the overhead projector. Direct students to Social Sciences Western
attempts to republic. classroom, observe the degree to access this presentation via the class Weebly page. Australia 7
change the which the groups are  Elaborate upon the content covered in the presentation, ask
Australian understanding and following the questions of students, and answer students’ own questions. PowerPoint Online
Constitution by requirements of the iMovie  Show a five-minute video clip on the 1999 referendum. Unpack
referendum, such planning task. Observe the extent the key events and issues shown in the clip. “Flashback: 1999
as the to which individual students are  Return to the PowerPoint presentation from before for a republic referendum”
unsuccessful vote remaining on task, sharing the summary from the textbook (page 21) of the main arguments YouTube clip
on the workload, and collaborating with for and against Australia becoming a republic. (https://www.youtube.c
Constitution their fellow group members,  Show a nine-minute video clip on a high-profile debate that om/watch?v=rNM3iyCH
Alteration recording any important occurred in 1993 on the question of an Australian republic. 4do)
(Establishment of observations. Pause the video at various points to explain certain arguments.
Republic) 1999  Explain that students will spend the next lesson working in small “Abbott vs Turnbull:
(ACHCK049) groups to create an iMovie highlighting the key arguments for Republic Debate (1993)”
and against Australia becoming a republic. YouTube clip
 Inform students that the iMovie needs to highlight, in a creative (https://www.youtube.c
manner, the main arguments for and against an Australian om/watch?v=uN9ADLU3
republic, taking the form of an interview, a debate or a panel RmA)
discussion. Elaborate upon these various formats. Students are
 to begin with the arguments found on page 21 of the textbook, Weblinks on the Weebly
supplementing these with further research where required, page:
following the weblinks provided on the Weebly page. The Australian Republican
iMovie is to be approximately three minutes in duration, with Movement
each student having a designated role. (https://www.republic.o
 Display the FlipQuiz random group maker on the overhead rg.au)
projector, using it to split the class into six groups of five. Australian Monarchist
 Students are to move to sit with their groups. League
 In their groups, students are to access the link located on the (https://www.monarchis
class Weebly page to their group’s respective Google Docs t.org.au)
document. Students are to use this document to collaborate in
the creation of a one to two-page overview of how they plan to FlipQuiz random group
create their iMovie highlighting the key arguments for and maker
against Australia becoming a republic. (https://flipquiz.me/grou
 As students collaborate over Google Docs, roam around the per)
classroom, touching base with each group. Answer students’
questions, and provide any necessary guidance, clarification or Google Docs online
assistance. Ensure that all of the groups have been visited by the collaborative word
end of the lesson so as to ensure that each group is on track. processor

Conclusion
 Conclude the lesson by asking students to complete their one to
two-page summary, if they have not already done so by this
stage, in preparation for tomorrow’s lesson.
 Restate the key requirements of the iMovie to be created during
tomorrow’s lesson.
 WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES other
LINKS (Introduction, Body and Conclusion)

Week 6 Civics and Students are to: Formative assessment Introduction

Lesson 3 Citizenship: Produce, in their Whilst monitoring the students’  Remind students of the key requirements of the iMovie creation iMovie video editing
Designing Our assigned small group work on the iMovie task, displaying the marking rubric, which can be found on the application
Political and Legal groups, an iMovie production, observe the degree class Weebly page, on the overhead projector.
System highlighting, in a to which the groups are  Display iMovie on the overhead projector and walk students
creative format, the understanding and following the through its key features and tools.
The process for main arguments for key requirements of the task, as  Check for student understanding of the requirements of the task
constitutional and against an stated in the marking rubric. and of how to use iMovie by inviting students to ask questions
change through a Australian republic, Observe the extent to which before directing them to begin their group work.
referendum and presenting their individual students are remaining
examples of finished product to on task, contributing to the group Body
attempts to the rest of the class. work, and collaborating with  Following the one to two-page overview created during the
change the their fellow group members, previous lesson as a guide, students are to work in their small
Australian recording any important groups to produce their iMovie, taking into consideration the
Constitution by observations. key requirements of the task contained in the rubric.
referendum, such  A few groups may work outside.
as the Summative assessment  As students work on their iMovie, roam around the classroom,
unsuccessful vote Students are to submit their touching base with each group. Answer students’ questions, and
on the finished iMovie for marking. The provide any necessary guidance, clarification or assistance.
Constitution one to two-page planning Ensure that all groups, including those working outside, are
Alteration overview will also be checked. visited early on in the lesson so that students have sufficient
(Establishment of The key requirements of the task time in which to get down to work.
Republic) 1999 to be contained in a rubric  Display iMovie on the overhead projector and walk students
(ACHCK049) include the completion of a one through how to export their movie.
to two-page planning document;  One member from each group is to place the group’s iMovie
the presentation of arguments in onto the teacher’s USB for marking.
a creative format, keeping within  Each group is to present their iMovie to the class on the
approximately three minutes; the overhead projector. At the end of each group’s movie, ask
demonstration of critical and questions of the group about why they chose the format that
creative thinking; and evidence of
collaboration and the designation
of responsibilities between group
members. Students will be
informed of these requirements,
which will be elaborated upon,
before they begin the task.
Formative assessment
As a plenary activity at the
conclusion of the lesson, in their
groups, students will come to a
conclusion as to whether or not
they would support Australia
becoming a republic. This
informally assesses students’
ability to evaluate arguments for
and against in the process of
coming to a conclusion.
they did, what went well, and what could be improved for next
time. Invite other students in the class to give some constructive
feedback as to what they liked about the group’s presentation.
Conclusion
 Display the Google Slides presentation found on the class Google Slides online
Weebly page on the overhead projector. collaborative
 The six groups are to come to a conclusion, based upon the presentation software
arguments that they have encountered for and against an
Australian republic, as to whether or not they would support
Australia becoming a republic in the future. Direct one member
from each group to write the group’s conclusion, which may be
for, against or divided on the question of an Australian republic,
onto the group’s slide on the Google Slides presentation. Call
upon each group to discuss why it reached the conclusion that it
did when the group’s slide appears on the screen.
 Congratulate students on all their efforts.
 Inform students that the next area of content is Australia’s legal
system. Students will explore how Australia’s legal system aims
to provide justice and how citizens participate in this process
through their roles as witnesses and jurors.