TOPIC: THE FIRST FLEET

YEAR LEVEL: 4 HASS SUB STRAND: HISTORY

RATIONALE:

The unit of work presented is from the History sub strand and is centred around the topic of The First Fleet. Specific
to year 4, the Australian Curriculum for Humanities and Social Sciences (HASS), focuses on the effects of
interactions between people, places and environments over space and time (Australian Curriculum Assessment and
Reporting Authority [ACARA], 2016). This unit of work will focus on the knowledge & understanding content
descriptor of: ‘Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and
their experiences following arrival (ACHASSK085) ’ (ACARA, 2016).

Educating students on the First Fleet paves the way for their development as informed citizens whom appreciate
Australia’s diversity and understand its rich history (Melbourne Declaration on Education Goals for Young
Australians 2008). Connecting to the lives of students it allows them to develop their understanding on the
colonization history of their country and the circumstances from which it came to be. Such an understanding is crucial
for the colonization of Australia is marked by the First Fleet and from that all else stems, thus enabling students to
develop a broad understanding of the past as well as providing them with strong foundations from which they can
build on their historical knowledge. The Australian Government Department of Education, Science and Training
(2006) states that “Australian students need to know the history of Australia because it is their story, the story of the
people who have composed the community of which they are part”. Throughout this unit students will learn to think
historically and develop a broad range of skills which they can carry into their future schooling years and will be of
great advantage to them. The conceptual knowledge students gain is “useful, enduring and valuable” and they can
“apply it to their studies of the past and use It to make sense of their present world and possible futures” (Gilbert &
Hoepper 2017, p. 206). Teaching Australian history is unique in that it goes beyond the content itself and delves into
the development of deeper meaning; when coming to know the story students “come to know something more about
themselves, and this asks them to think about what sort of society Australia should be in the future” (Australian
Government Department of Education, Science and Training 2006).

The National Framework for Values Education in Australian Schools is heavily evident within history and resides
within the topic of the First Fleet. ‘Freedom’ is one of the main values evident, as such students learn to “enjoy all the
rights and privileges of Australia citizenship free from unnecessary interference or control, and stand up for the
rights of others” (National Framework Nine Values for Australian Schooling [NFNVAS], 2011). Within the unit
students also develop ‘Understanding, Tolerance and Inclusion’, through that they learn to “be aware of others and
their cultures, accept diversity within a democratic society, being included and including others” (NFNVAS 2011).
Through learning in this unit students develop more than just knowledge, they gain values which will reside with them
and help them develop into admirable citizens.
 THE LEARNING FOCUS
INQUIRY QUESTION: “Why did the Europeans settle in Australia?” (ACARA 2016). The following inquiry question enables students to develop their historical
understanding through learning about Australia’s early colonisation and as such students come to understand how the country they live in was established.
Through providing students with activities to support this development their learning can target the Year 4 achievement standard… “Students recognise the
significance of [the First Fleet], they can explain how and why it brought about change, and the experiences of those involved” (ACARA 2016).

KNOWLEDGE & UNDERSTANDING

“Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival” (ACHASSK085)
(ACARA, 2016).
Elaboration: “Investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by
transportation, and looking at the groups who were transported” (ACARA 2016).

In accordance to this learning focus students are given the opportunity to explore the reasons behind the voyage of the First Fleet, the types of people which
were transported and the crimes which landed convicts there. This enables students to develop recognition on the significance of the First Fleet in the history of
Australia, as well as understand why people were transported and how it brought about change.

INQUIRY SKILLS
QUESTIONING:
“Pose questions to investigate people, events, places and issues.” (ACHASSI073) (ACARA 2016).

RESEARCHING:
“Locate and collect information and data from different sources, including observations.” (ACHASSI074) (ACARA 2016).
ANALYSING:
“Examine information to identity different points of view and distinguish facts from opinions.” (ACHASSI077) (ACARA 2016).

EVALUATING & REFLECTING:

“Draw simple conclusions based on analysis of information and data.” (ACHASSI079) (ACARA 2016).

COMMUNICATING:
“Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms.”
(ACHASSI082) (ACARA 2016).

CONCEPTS
Throughout this unit plan students will develop the key concepts of disciplinary thinking of “sources, continuity and change, cause and effect,
perspectives, empathy and significance” (ACARA 2016). These concepts are embedded into the activities within the unit plan and as such students are
provided with the opportunity to develop their historical thinking.

CURRICULUM LINKS
CROSS CURRICULUM
GENERAL CAPABILITIES CROSS CURRICULAR LINKS
PRIORITY
The knowledge and understanding content
descriptor and elaboration used to develop this unit
plan ensure it is embedded with general
capabilities:
- Critical & Creative Thinking: Inquiring –
identifying, exploring and organising
information and ideas (ACARA 2016).
 Organise and process information.
 Identify and clarify information and
ideas.
- Intercultural Understanding: Recognising
culture and developing respect (ACARA
2016).
 Explore and compare cultural
knowledge, beliefs and practises.
- Literacy: Comprehending texts through
listening, reading and viewing (ACARA
2016).
 Navigate, read and view learning
area texts.
 Listen and respond to learning area
texts.
 Interpret and analyse learning area
The unit plan developed correlates to elements of
both ‘Aboriginal and Torres Strait Islander
Histories and Cultures’ and ‘Sustainability’
(ACARA 2016).
Aboriginal and Torres Strait Islander Histories and
Cultures:
Students studies of the First Fleet correlate with
‘colonial interactions’ and as such they build the
foundations from which they can develop their
knowledge on the history between Aboriginal
Australians and the Europeans in their future years
(Gilbert & Hoepper 2017, p. 217).
Sustainability:
Students studies of the First Fleet correlate with
‘past society’s’ and the ways in which they
‘thought about, valued and related to their
environments’ (Gilbert & Hoepper 2017, p. 217).
Through learning about colonisation students
develop an understanding of the need for
exploration and settlement in new land in the past.
English:
- Literacy focus
- Analysis of texts and various informative
means
- Communication of learned knowledge,
thoughts and ideas
- Use of historical language and terms
- Developing meaning for and interpreting
unfamiliar language
Arts:
- The design and creation of posters and
various other forms of information display
ICT:
- Using technology and multimedia to gather
information and inferring meaning from
them
- Presenting knowledge and understanding
through multimodal means
Numeracy:
- Interpreting statistical figures and data
- Understanding elements of time (years) and
its relation to significant events
 texts.
Visual Knowledge (ACARA 2016).
1. Understand how visual elements
create meaning.
World Knowledge (ACARA 2016).
2. Understand learning area
vocabulary.

Through the development of these general

capabilities the unit plan is “equipping young
Australians to live and work successfully in the
twenty-first century” (Gilbert & Hoepper 2017, p.
217).

ASSESSMENT
HISTORY ACHIEVEMENT STANDARD:
“By the end of Year 4, students recognise the significance of events in bringing about change. They explain how and why life changed in
the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the
past.” (ACARA 2016).
“Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They
develop questions about the past and locate, collect and sort information from different sources to answer these questions. They analyse
sources to detect points of view. Students develop and present texts, including narrative recounts, using historical terms.” (ACARA
2016).

The achievement standards highlighted above have been used as the basis from which this unit plan was constructed. These achievement standards have been
targeted as they correspond to the content descriptor for knowledge and understanding of “Stories of the First Fleet, including reasons for the journey, who
travelled to Australia, and their experiences following arrival” (ACHASSK085), they also further reinforce the elaboration of “Investigating reasons for the
First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported”
(ACARA 2016).
Students attainment of learning on the topic of the First Fleet will be accomplished through the achievement standards which will be embedded into the
formative and summative assessment. The assessment tasks undertaken will link to the knowledge and understanding content descriptor and thus they will be
relevant and align with the Australian Curriculum.
Within history ‘teaching, learning and assessment’ should be ‘complementary’ and thus should be a process which matches what has been both taught and
learnt (Gilbert & Hoepper 2017, p. 234). When developing assessment, it is of uttermost importance that it should ‘demonstrate the development of skills and
understanding’, it should focus on what students do know instead of what they do not know (Gilbert & Hoepper 2017, p. 234). Through the use of the inquiry
model students will be prepared for assessments and provided with the relevant information, whilst still being given room to develop their own thoughts and
opinions.

FORMATIVE ASSESSMENT TASKS: SUMMATIVE ASSESSMENT TASK:

The 1st formative assessment task will occur during the analysing stage of the
inquiry cycle and will involve the production of a First Fleet timeline.
Students will produce a timeline which details significant events on the
voyage of the First Fleet as well as the inclusion of key dates in chronological
order. This will evaluate student’s ability to sequence information as well as
assess their understanding of the key events relating to the First Fleet. The
timeline meets the achievement standard as within it “students sequence
The summative assessment will be constructed within the communicating
stage of the inquiry cycle and will involve the production of a historical
narrative. Students will produce a historical narrative that details the
experiences and thoughts of a person on the voyage of the First Fleet as well
as their crime for transportation. This will evaluate students understanding of
the topic, answering the questions of ‘how’ and ‘why’ and communicating
point of view within their writing. Assessed using the rubric in appendix 9 the
information about events and the lives of individuals in chronological order
with reference to key dates” (ACARA 2016).
The 2nd formative assessment task will occur during the communicating stage
of the inquiry cycle and will involve the production of a convict wanted
poster. Students will produce a wanted poster that details all aspects of a
fictional convict including their name, appearance, committed crime, sentence, assessment as it asks students to describe “stories of the First Fleet,
the ship they were aboard in the First Fleet, and a statement about their
feelings. This will assess students understanding of factual, emotional and
circumstantial information which relates to the First Fleet. The poster meets
the achievement standards as within it “students describe the experience of an
individual or group in the past” (ACARA 2016).
historical narrative meets the achievement standard as “students develop and
present texts, including narrative recounts, using historical terms” (ACARA
2016). The assessment in its nature further links to the achievement standard
as it requires students to “explain how and why life changed in the past and
describe the experiences of an individual” (ACARA 2016). The overarching
knowledge and understanding content descriptor o the unit is met within this
including reasons for the journey, who travelled to Australia, and their
experiences following arrival” (ACHASSK085) (ACARA 2016).

UNIT PLAN: TEACHING SEQUENCE

Topic: The First Fleet Sub-strand: History
Year Level: 4
Knowledge & Understanding: “Stories of the First Fleet, including reasons for the journey, who travelled to
Australia, and their experiences following arrival” (ACHASSK085) (ACARA, 2016).

INQUIRY SKILLS LEARNER ACTIVITY CURRICULUM RESOURCES ASSESSMENT

LINKS
QUESTIONING: KWL CHART: CROSS  KWL Chart – LINK TO
 The First Fleet topic is CURRICULAR see appendix 1 ACHIEVEMENT
 Pose questions about the
First Fleet and their reasons
for journey, experiences and
points of view.
“Pose questions to
investigate people, events,
places and issues.”
CREATING QUESTIONS:
(ACHASSI073) (ACARA 2016).  Each student is provided with a
introduced to the class. LINKS:  Writing utensils STANDARD:
 Class discussion is conducted
about what students know o English
already about the topic and what “[Students] develop
they want to know about it.
GENERAL questions about the past
 Students are each given a KWL CAPABILITIES:
chart from which they fill out the and locate, collect and
‘K’ and ‘W’ sections. sort information from
o Literacy
o Intercultural different sources to
Understanding
answer these questions.”
o Personal and Social
sticky note. Capability (ACARA 2016).
 Students individually write down o Ethical  A piece of
one question they have about the Understanding
First Fleet. poster paper
 The sticky notes are collected  Writing utensils
and placed onto a collective class
 Sticky notes
poster to be displayed in the
classroom.
 The collective class poster is
representative of all the
questions that students want
answered by the end of the unit.

CREATING DEFINITIONS:
 Using the information, they
already know students work
together in their table groups to
create definitions of the word
‘colonization’.  Students writing
 (note: students are not to use the books
internet or any other resources).
 Class discussion is conducted  Writing utensils
during which each table group

RESEARCHING: VIEWING OF BTN FIRST
FLEET VIDEO:
Students use resources and
observations to collect
information, developing their
knowledge and
understanding.
“Locate and collect
information and data from
different sources, including
observations.” (ACHASSI074)
(ACARA 2016).
shares their definition with the
class. This then allows students
in the class to hear others
definitions and expand their own
knowledge.
CROSS  BTN Video – LINK TO
CURRICULAR see appendix 2 ACHIEVEMENT
 For BTN video refer to LINKS:
 Worksheet
STANDARD:
appendix 2.
o English  Writing utensils
 Students watch the video “[Students] locate, collect
twice, 1. Simply observe, 2. o Arts
o ICT
Record answers to questions and sort information from
on the work sheet. different sources.”
 Each student has a (ACARA 2016).
worksheet containing the
GENERAL
following questions:
CAPABILITIES:
- What kinds of crimes
did people commit
o Literacy
which landed them o ICT Capability
the sentence of o Ethical
transportation? Understanding
- Why was Europeans o Intercultural
settling in Australia Understanding
needed? o Critical and
- How many ships Creative Thinking
o Personal and Social
were in the First
Capability
Fleet?
- What were the names
of the ships which
transported convicts?
- What was life like on
 the ships?
 Students will keep their
answers as a source of
information.

CLASS DISCUSSION – MIND

MAP:
 Discussion and mind map  Crimes
focused around the crimes
punishable by transportation – Punishable by
see appendix 3. Transportation –
 Class is sat in front of the smart
board and the resource see appendix 3
(appendix?) is projected onto it.  Butchers paper
 Teacher facilitates the discussion  Writing utensil
through asking students why
people of the time would have for teacher to
committed such crimes (e.g. use
desperation, starvation).
 The teacher and class work in
conjunction to create a mind map
of all the information on
butcher’s paper.
 Teacher saves the mind map for
use by students in the
communicating stage.

EXCRUSION TO  Clipper Ship

COLONISATION SHIP: Resource – see
 Students go on an excursion to appendix 4
the Clipper Ship located in Port
Adelaide.  Students writing
 Students have a tour of the ship books
and throughout they record notes

ANALYSING:
Students use resources to
examine information and
identity facts, experiences
and circumstances.
“Examine information to
identity different points of
view and distinguish facts
from opinions.”
(ACHASSI077) (ACARA 2016).
on the details of the ship in  Students writing
particular its appearance,
utensils
materials of construction and
condition.  Camera
 This primary resource provides  Excursion
students with a first-hand look at
a ship of colonisation and permission slips
through this experience they can (teacher)
gain perspective on the types of
ships used within the voyage of  Hats (for
the First Fleet. students if it is a
 Teacher resource on the Clipper
sunny day)
Ship City of Adelaide can be
found at appendix 4.
GALLERY WALK: CROSS  Gallery Walk LINK TO
 The various images are set out CURRICULAR Images – see ACHIEVEMENT
around the room and students LINKS: STANDARD:
walk around and observe each as appendix 5
if in a gallery. o English “[Students] analyse
 See appendix 5 for the various o Numeracy
images to be used in the gallery sources to detect points
o ICT
walk. o Arts of view.”
 Students stand beside the image
(ACARA 2016).
which resonates to them the most
or that they like the best.
GENERAL
 Class discussion is held in which
CAPABILITIES:
the teacher asks the group of
students at each individual image
to analyse their picture. o Literacy
o Numeracy
 Teacher may ask questions such
o ICT Capability
as:
o Intercultural
- What is the focus of your
Understanding
image?
o Critical and
- What stands out to you Creative Thinking
about this image?
 - What do you think this
image is trying to say?
- What does this image
represent?
- What emotions does this
image make you feel? FORMATIVE
TIMELINE:  First Fleet ASSESSMENT:
 Timeline of the First Fleet Timeline
displayed in poster form in the
classroom (see appendix 6). Posters– see Formative Assessment
 Class discussion is conducted appendix 6 will occur through
about the timeline and the student’s creation of a
 A3 paper
significant dates within it. First Fleet timeline. The
 Students use the poster as an  Writing utensils teacher will assess
example to create their own First (including student’s ability to
Fleet timeline. sequence information
colour pencils)
 The timeline must contain: about events in
- Short description of key chronological order with
events + key dates the inclusion of key dates.
- Drawings to match the
events (e.g. ships).
- Tell students to make it LINK TO
fun and interesting. ACHIEVEMENT
STANDARD:

“Students sequence
information about events
and the lives of
individuals in
chronological order with
reference to key dates.”
 (ACARA 2016).

EVALUATING & RISKS OF THE FIRST CROSS  Butchers paper LINK TO

FLEET:
REFLECTING:
Students draw simple
conclusions using the
information they have learnt
to reflect and evaluate their
knowledge on the First Fleet.
“Draw simple conclusions
based on analysis of
information and data.”
(ACHASSI079) (ACARA 2016).
CURRICULAR  Writing utensils ACHIEVEMENT
 Students work in their table LINKS: STANDARD:
groups to discuss and reflect
on the risks taken by the o English “Students recognise the
First Fleet on their voyage. o ICT
significance of events in
(e.g. storms, starvation).
 Each table group writes GENERAL bringing about change”
down their ideas on CAPABILITIES: (ACARA 2016).
butcher’s paper.
o Literacy
 Class discussion is then held
o ICT Capability
in which each table group o Intercultural
shares their ideas with the Understanding
rest of the class. This allows o Critical and
students to hear others ideas Creative Thinking
which then develops their o Personal and Social
own knowledge. Capability

REVISIT KWL CHART:

 Students reflect on what  KWL Chart –
they have learnt through
see appendix 1
revisiting the KWL Chart.
 Students fill in the blank  Writing utensils
‘L” section of the chart on
‘What I learned’ about the
First Fleet.
 For KWL Chart see
 appendix 1.

REVISTING COLONIZATION  Original

DEFINITIONS:
colonization
 Using the knowledge and
understanding they have gained definitions
from the unit students work in  Writing utensils
their table groups to revisit and
revise their definitions of  Writing books
‘colonization’.
 Class discussion is conducted
again during which each table
group shares their old vs. their
new definition.

COMMUNICATING: WANTED POSTER: CROSS  Wanted poster – FORMATIVE

 Students individually create a
Students present their
findings, knowledge and
ideas in texts and modes to
show their understanding of
the First Fleet.
“Present ideas, findings and
conclusions in texts and
modes that incorporate
digital and non-digital
representations and
discipline-specific terms.”
CURRICULAR see appendix 7 ASSESSMENT:
wanted poster for a criminal LINKS:
facing transportation in the  Computers or
o English
voyage of the First Fleet. o ICT Paper Formative Assessment
 The wanted poster can be made o Numeracy  Writing utensils
will occur through
by hand or using a computer. o Arts student’s creation of a
 The wanted poster must contain:  Smart Board wanted poster. The
- The individuals name GENERAL teacher will assess
- A drawing (headshot) of CAPABILITIES: students understanding of
the individual factual, emotional and
- The crime which they o Literacy circumstantial information
committed o ICT Capability in relation to a convict on
- The sentence they o Intercultural board the First Fleet.
received for committing Understanding
the crime (transportation o Critical and
to Australia)
LINK TO
Creative Thinking
- The ship within the first o Ethical
ACHIEVEMENT
(ACHASSI082) (ACARA 2016). fleet they were on (e.g. Understanding STANDARD:
Lady Alexander)
- A short statement “[Students] describe the
detailing their feelings
about their transportation experiences of an
to Australia individual or group in the
 Show students the example
wanted poster (see appendix 7) past.”
before they begin. (ACARA 2016).
 The mind map created by the
class on the crimes punishable
by transportation in the
researching stage is projected on
the smart board for students to
use in their creation.

HISTORICAL NARRATIVE:
 Students use all the knowledge
and understanding they have
developed throughout the unit to  Historical
create a historical narrative on narrative
the First Fleet. SUMMATIVE
resource – see
 The historical narrative is to be ASSESSMENT:
written by hand to help students appendix 8
develop their punctuation and The summative
 Summative
spelling skills. assessment piece for this
 Students must include: assessment task
unit of work on the First
- Factual information rubric – see Fleet is a historical
about the First Fleet.
appendix 9 narrative. Through the
- The point of view and development of the text
perspective of a convict  Students writing
on board as well as their the teacher will be able to
books and assess students’
emotional response to
their situation. writing utensils knowledge and
- Must include the understanding on the
 convict’s crime for
transportation.
- Must be chronologically
organized.
 Teacher resource in appendix 7
to assist in the teaching of
historical narratives.
 For summative assessment
marking rubric see appendix 9.
topic. They will also be
able to evaluate student’s
capability in detailing the
‘how’ and ‘why’ of the
topic and their ability to
communicate point of
view within their writing.
(see appendix 9).
LINK TO
ACHIEVEMENT
STANDARD:
“Students develop and
present texts, including
narrative recounts, using
historical terms.”
(ACARA 2016).
 REFERENCES
LITERATURE

 Australian Curriculum 2016, Australian curriculum, Assessment and Reporting Authority, Australian
Government, viewed 4 June 2018, <https://australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/>.
 Australian Government Department of Education, Science and Training 2006, The Teaching of Australian
History in Australian Schools: A Normative View, Australian Government, viewed 1 June 2018,
<https://www.htansw.asn.au/docman/2006-historysummit-gregorymelleuish/download>.
 Gilbert, R & Hoepper, B (eds) 2017, Teaching Humanities & Social Sciences, 6 th edn, Cengage Learning,
Australia.
 Melbourne Deceleration on Education Goals for Young Australians 2008, Ministerial Council on Education,
Employment, Training and Youth Affairs, Australian Government, viewed 4 June 2018,
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young
_Australians.pdf>.
 National Framework Nine Values for Australian Schooling 2011, Values for Australian Schooling, Australian
Government, viewed 4 June 2018,
<http://www.curriculum.edu.au/values/val_national_framework_nine_values,14515.html>.

TEACHER RESOURCES

 Governor of South Australia 2018, Tours, Clipper Ship City of Adelaide, viewed 4 June 2018,
<https://www.cityofadelaide.org.au/tours>.
 Teach Starter 2018, Timeline of the First Fleets Journey to Australia, Teaching Resource, viewed 4 June 2018,
<https://www.teachstarter.com/teaching-resource/timeline-first-fleets-journey-australia-banner/>.
 Writing Workshop 2007, Narrative Essay: Historical Narrative, Pearson Education, viewed 4 June 2018,
<http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_9.pdf>.

STUDENT RESOURCES

 Allen, F 2018, Ships of the First Fleet, Frank Allen Marine Artist, viewed 4 June 2018,
<http://www.frankallen.com.au/gallery-2/nggallery/image/24>.
 Australian English Genealogy 2017, Convict Ships of the First Fleet, viewed 4 June 2018, <http://www.australian-
english-genealogy.com/Convict%20Ships.html>.
 Bethany Gardner 2018, KWL Chart, Teachers Pay Teachers, viewed 2 June 2018,
<https://www.teacherspayteachers.com/Product/KWL-Chart-595724>.
 BTN 2014, First Fleet, ABC, viewed 9 April 2018, <http://www.abc.net.au/btn/story/s3934600.htm>.
 Entermann, E 2018, First Fleet Facts, Sutori, viewed 4 June 2018, <https://www.sutori.com/story/first-fleet-facts-
1890>.
 Fearon, J 2018, January 26 is a day to remember the First Fleet and its contribution to Australia, ABC News,
viewed 4 June 2018, <http://www.abc.net.au/news/2018-01-25/australia-day-first-fleet-should-be-remembered-
on-january-26/9360398>.
 McDonough, F 2014, ‘A list of 19 crimes punishable by transportation to Australia in the 19 th century’, Prof.
Frank McDonough, Twitter, 13 May, viewed 9 April 2018, <
https://twitter.com/fxmc1957/status/466111447786078208>.
 Van Audenaerde, R 2017, ‘History Inquiry – Our Fleeting Past’, blog post, Year 3/4 Middle Learning Community,
19 March, viewed 2 June 2018, <http://fraseryear34.blogspot.com/2017/03/history-inquiry-our-fleeting-
past.html>.

Word Count: 2698

 APPENDICES
APPENDIX 1 – KWL CHART

APPENDIX 2 – BTN FIRST FLEET VIDEO

APPENDIX 3 – CRIMES PUNISHABLE BY TRANSPORTATION
APPENDIX 4 – CLIPPER SHIP CITY OF ADELAIDE

APPENDIX 5 – GALLERY WALK IMAGES

APPENDIX 6 – FIRST FLEET TIMELINE

APPENDIX 7 – WANTED POSTER

APPENDIX 8 – HISTORICAL NARRATIVE
APPENDIX 9 – SUMMATIVE ASSESSMENT RUBRIC
EXCELLENT
The historical narrative
KNOWLEDGE & reflects detailed information
on the life of a convict during
UNDERSTANDIN transportation. It is factually
G accurate and events are
chronologically sequenced.
Great use of historical terms,
USE OF successful use of a broad range
vocabulary, includes almost no
LANGUAGE mechanical or punctuation
errors.
Great use of empathy to
develop a sense of emotional
EMPATHY & connection. Perspective is
clearly evident with the text
PERSPECTIVE and demonstrates in depth
understanding of what life was
like on board the First Fleet.
GOOD
The historical narrative reflects
some accurate information on the
life of a convict during
transportation. It is factually
accurate in parts and some
chronology is evident.
Good use of historical terms,
successful use of a range of
vocabulary, includes few
mechanical and punctuation
errors.
Good use of empathy to develop
a sense of emotional connection.
Perspective is mostly evident
within the text and demonstrates
good understanding of what life
was like on board the First Fleet.
SOUND
The historical narrative reflects
a few pieces of information on
the life of a convict during
transportation. It contains a few
relatively accurate
factual pieces of information
and is chronological in parts.
Minimal use of historical terms
which are sometimes in the
wrong context, uses minimal
amount of differing vocabulary,
includes some mechanical and
punctuation errors.
Minimal use of empathy to
develop a sense of emotional
connection. Perspective is
scarce within the text and
demonstrates sound
understanding of what life was
like on board the First Fleet.
NEEDS
IMPROVEMENT
The historical narrative
reflects minimal pieces of
information on the life of a
convict during transportation.
It does not contain factually
accurate information and is
chronologically obscure.
No use of historical terms,
does not contain any differing
vocabulary, includes large
amount of mechanical and
punctuation errors.
No use of empathy present to
demonstrate a sense of
emotional connection.
Perspective is absent within
the text and demonstrates no
understanding of what life
was like on board the First
Fleet.