Student Name: Student No: LESSON

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PART A: PREPARATION AND STRATEGIES

Year: Stage 4 (Year Syllabus section: History (Stage 4)
7 & 8)
Unit Name: Red Hands Cave- Site Visit

Lesson Topic: Duration: 2 x 45 -minute periods

1. My Place

2. Group Discussion
3. Timeline Research and creation
Prior knowledge/skills required Resources
1. Excursion, site visit to Red PowerPoint
Hands Cave (this lesson plan is Stationery and posters for the groups
based on post-visit)
Students must have:
2. Timeline
Laptop/device
activities/breakdown/examples
Exercise books and writing materials
3. ‘Reset’ is the classroom
codeword for pack-up and return
everything to their spots, ready
for the bell.
Quality Teaching (Check the box for those focused on in this unit)
Intellectual Quality Quality Learning Environment Significance
☒ Explicit quality ☒ Students’ self- ☒ Background
☒ Deep knowledge ☒ Metalanguage ☒ Connectedness
criteria regulation knowledge
☒ Substantive ☒ Student ☒ Cultural
☒ Deep understanding ☒ Engagement ☐ Narrative
communication direction knowledge
☒ Knowledge
☐ Problematic knowledge ☒ High expectations
integration
☒ Higher-order thinking ☒ Social support ☒ Inclusivity
Learning across the curriculum
Cross-curriculum priorities
☒ Aboriginal & Torres Strait Islander ☐ Asia and Australia’s engagement
☒ Sustainability
histories & cultures with Asia
General capabilities
☒ Critical & creative thinking ☒ Ethical understanding ☒ ICT
☒ Literacy ☒ Numeracy ☐ Personal & social capability
☒ Intercultural understanding
Other learning across the curriculum areas
☒ Civics and citizenship ☒ Difference & diversity ☐ Work & enterprise
Specific Quality Teaching (QT) elements achieved in the lesson? (Select only ONE main element for evidence)
QT element Indicators of presence in lesson

8 Ways lesson foci

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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes:
- HT4-1
- describes the nature of history and archaeology and explains their contribution to an understanding of the
past
- HT4-5
- identifies the meaning, purpose and context of historical sources
- HT4-6
- uses evidence from sources to support historical narratives and explanations
- HT4-8
- locates, selects and organises information from sources to develop an historical inquiry
- HT4-9
- uses a range of historical terms and concepts when communicating an understanding of the past
- HT4-10
- selects and uses appropriate oral, written, visual and digital forms to communicate about the past

Students learn to:

 Develop knowledge and understanding of the nature of history and significant changes and developments
from the past, the modern world and Australia.
 Develop skills to undertake the process of historical inquiry.
 Develop skills to communicate their understanding of history.

Timing Lesson content Student activity Teacher activity

Lesson 1: 45 minutes
5 Mins - Students enter class and are welcomed - Respond to their name in the Roll call - Mark the roll
- Acknowledgement of country as they prepare themselves for the
- Roll call lesson by ensuring they have the
necessary equipment
10 mins - Lesson agenda - Students will write WALT and date in - WALT and date are already
book written on the board so that
students can note the learning
intention for the lesson

-Teacher will explain lesson agenda

- As within the other KLA’s the

10 mins My place activity -Students close eyes and imagine a
- Think/pair/share place special to them, share with
- Teacher led discussion partner
-Students can then share to the class if
they choose prompting a discussion
students have been preparing
individual or group activities for the
showcase, within the KLA of History
students will be building off
knowledge of timelines and local
and national Indigenous
(Australian) history to construct a
small group timeline on a poster
focusing on local links and their site
visit.
- Students are told to close their
eyes and think of a special place
outside their home or school they
feel a strong connection to.
(PowerPoint slide of suggested
‘places’)

-Teacher will lead discussion

prompting students to evaluate
how this place is special regardless
of if they are not their all the time
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10 Mins - Team Huddle Students will discuss with their team,
- Cooperative Group strategy previous lessons content of
construction of timeline and examples
of timelines, thereby recalling their
knowledge
- Students will make notes in their
books summarising the groups
discussion
- Students will then share key answers
to the broader classroom.
-Students will see the PowerPoint,
15 Mins listen to teacher instructions and ask
any questions for this inquiry research
project
- Students will remain in their groups
and utilise their computers to access
the PowerPoint presentation and the
suggested links and will further
research their group timeline
-Students may begin to plan/write on
the poster and understand that they
will have another lesson to complete
this task
5 Mins Reset Instruct students to ‘reset’
(this is the classroom
codeword for pack-up and
return everything to their
spots, ready for the bell).
LESSON
PLAN /10 Page 4
(concept of connection to a place
and looking after a place for the
future)
- Teacher will then direct this
discussion of the importance of
time and place to ‘timelines’
(Supported by PowerPoint Slides)
- On the board/interactive
whiteboard teacher display Slide
‘In small groups discuss what you
can recall about timeline’s
1. How they are structured?
2. What is in a timeline?
3. Why are they important?
4. What would be in a timeline
presenting Indigenous (Australian)
history?
5. Any additional information
-Teacher explains the task that
students will be completing in their
small groups (3-4 students) for the
showcase and to then hang in the
classroom
-Teacher explains that students will
take their existing knowledge and
internet resources and research to
create a poster displaying a
timeline of Indigenous (Australian)
history with a focus on the local
area. Students will also place ‘Red
hands Cave’ on their timeline with
information learnt from their site
visit/further research
-Teacher displays PowerPoint and
has already shared the PowerPoint
to students google classroom so
that they can access the links
Instruct students to ‘reset’
(this is the classroom
codeword for pack-up and
return everything to their
spots, ready for the bell).
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PART C: ANALYSIS AND SELF-REFLECTION

How have lesson outcomes been achieved?
Learning outcome Evidence/ Method of measuring and recording
HT4-1
Describes the nature of history and
archaeology and explains their
contribution to an understanding of
the past
HT4-5
Identifies the meaning, purpose and
context of historical sources
HT4-6
Uses evidence from sources to
support historical narratives and
explanations
HT4-8
Locates, selects and organises
information from sources to
develop an historical inquiry
HT4-9
Uses a range of historical terms and
concepts when communicating an
understanding of the past
HT4-10
Selects and uses appropriate oral,
written, visual and digital forms to
communicate about the past

Links to next lesson

Students will continue to work on their collaborative timeline and prepare it for the final showcase in conjunction with their other
cross-curricular projects
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson

WHS considerations
- A safe teaching environment with mutual respect for teacher and students
- Safety for students when cutting and pasting worksheet segments

References
Board of Studies (2012) History K-10 Syllabus. Retrieved from:
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10/outcomes/table-of-
objectives-and-outcomes

Casual teacher Notes:

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Community Consultation or Protocols to be considered.

Resources to support this Lesson

Timeline activity
Activity 2: Exploring the timeline Key learning objectives Students will gain an appreciation of the length of
time that Aboriginal and Torres Strait Islander peoples have been living continuously in Australia,
particularly when compared with the length of time Europeans have been living in Australia. They will
compare major historical events in other parts of the world from 60,000 years ago to the present. What you
will need • Time line information from poster • Roll of paper towel, or roll of paper • Long corridor or part
of school yard (where there is no wind, otherwise use tape to secure it) • Access to resources about world
history What to do 1. Explain to students that you will use a paper towel to make a timeline. Brainstorm
ways the complete length of the roll can be determined, such as measuring the length of one square, counting
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the number of squares and multiplying or rolling out the whole roll and measuring its entire length (look on
the wrapping to work out its total length). 2. Make the timeline by asking the students to work out how to
divide the paper towel into 60,000 (representing the number of years that Aboriginal and Torres Strait
Islander peoples have occupied Australia). Stretch out the towel and mark ‘60,000 years ago’ at one end and
‘today’ at the other. Write the key Aboriginal and Torres Strait Islander milestones from the timeline in
Poster 1 at the appropriate places on the towel (on one side of the towel). Each student could draw an
appropriate image to visually represent the event on the timeline. You may wish to staple coloured paper or
Post-It notes to the paper towel, instead of writing on it directly
Start with the roll s admeonstration of how long indigenous Australians have been here and then get either
butcher paper/a3 paper and in groups of four stduenst shall research and plot the timeline – this will then be
used as a display. Students will be focusing on sites – land links – students shall input red hands cave where
they can find info on hwo long that has been around and find two other local sites and plot any timlien
information they can source – make a list of suggested sites for the students in atbele an dthats the whole
activity
Lesson 2 will be quick remember what the last lesson was and spend twenty minutes finishing this task.
Back to teacher directed and then move onto the ‘research task’ or is the ‘research task ‘ being the timeline
enough ? or are we making a ‘research trask’ for the unit ??? CONFUSED