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?

IPads-Padlet
app
Computers
Pens, notepads
Other books
available
https://www.yout
ube.com/watch?
v=Q1PLNK1bht
0

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
myHistro. Teacher to explain the timeline project using myHistro.
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?
What were the key
dates to note
throughout
colonization?
What are the rules for
the timeline?
For homework,
where did your family
originate from?

https://padlet.co
m/
http://www.myhi
stro.com/
http://www.britan
nica.com/place/
WesternAustralia/Govern
ment-andsociety#toc4260
9
http://www.aushi

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 myHistro.1 key fact from each category selected is to
be entered with a relevant image from Britannica images into myHistro
as a timeline event.
Conclusion
Teacher to have small classroom discussion about colonisation and
students to answer following questions on Padlet:

storytimeline.co
m/

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?

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

Are there any significant differences in your selected

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

www.scootle.ed
u.au/ec/viewing/
R11732/index.ht
ml.

How has the investigation of Colonial times shaped your

perception on the opportunities available to you today?

http://quest.eb.c
om

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?

www2.sl.nsw.go
v.au/archive/disc
overcollections/histor
ynation/agricultur
e/life/index.html

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

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 key
events in
Yagans story
as groups.

Identify
questions to
inform an
historical
inquiry (ACHH
S100)
Compare
information
from a range
of
sources (ACH
HS103)

Create a short
story based on
a true events
occurring in
Yagans life.

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 of
Yagans life in
digital texts.

Rubric/ Criteria;
The final timeline
will be assessed
on quality of detail
and accuracy of
dates, pictures,
additional
information.
Continual
observation;
Students ability to
work
independently
Group discussion
contribution,
Quality of poems;
-shows
understanding,
-ability to form a
critical and
educated opinion.

Introduction:
In pairs, students must read and complete the activity titled Making a difference:
Yagan (http://www.scootle.edu.au/ec/viewing/L5206/index
.html).
Students must take note of the key events to ensure that
they are able to re-tell Yagan's story.
Body:
The key events will present the story of Yagan using a
storyboard titled "Green Screen .
Students re-tell story must entail key events of Yagan's life
story and draw on the indigenous people in regards to the
invasion.
Before Students begin creating their re-tell story of Yagan,
students must submit an outline and describe to the teacher
of how the story will develop, supplying a selection of
appropriate images from either Britannica images
(http://quest.eb.com) or any copyright free images to use in
their story.
Teachers must approve students story before students can
begin to craft their story using Green Screen.
After students have completed their re-telling of Yagan's
story, students are to upload it to their Myhistro timeline
along with the key events. Each event must be entered
individually
Conclusion:
Once this has been achieved, students MUST back their work
up to their student drive.
Teacher will conclude lesson by asking questions and
expanding on any grey areas which students may have. Some
questions could be:

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.myhi
stro.com/
http://www.scoot
le.edu.au/ec/vie
wing/R4024/inde
x.html

1.
2.
3.
4.
5.
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.
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.

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)

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).
Body:
Students play the Gold Rush Game 2 in pairs to get them thinking
about the Gold Rush.
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 myHistro and read further
information in Gold rush 2. Student will then update relevant
information into myHistro 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 myHistro 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 myHistro, 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.myhi
stro.com/
http://www.scoot
le.edu.au/ec/pin/
ONFYQY?
userid=519366
Pin:
ONFYQY
http://www.sbs.c
om.au/gold/story
.php?
storyid=113