HISTORY

Planning
Document
Primary &
Secondary
University of
Notre Dame

CONCEPT MAP

English

(option 1)

Maths

Religious Education / Spiritual

Education

Concept:
Weeks:
Science / Technology & Enterprise

Geography

History

Term:
Health & Physical Education

The Arts

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

YEAR LEVEL:

LEARNING AREA/TOPIC:

AUSTRALIAN CURRICULUM HISTORY

General Capabilities:
Literacy

Numeracy

ICT

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

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

(ACHHK09
3)
(ACHHK09
4)
(ACHHK09
5)
(ACHHK09
7)

Critical and creative

thinking

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Students will
determine prior
knowledge and
understanding of
Australian
Colonisation.
Students will
recognise the
main events in
Australian
Colonisation.

Ethical Behaviour

ASSESSMENT
(what & how)

DIAGNOSTIC
ASSESSMENT
Observations
Anecdotal
notes

Personal and social

Competence

Intercu ltural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

RESOURCES

Introduction:
Students are given a brief verbal history of Australian
colonisation.
Students are to view the below YouTube video on Australian
Colonisation: https://www.youtube.com/watch?
v=S5qYjm6xRZk
Activity:
Students are to view the YouTube video a second time, this
time taking notes. after each portion the teacher will pause
the video and allow time to take notes (at first, the teacher will
make suggestions on what to note).
Students will complete a class brainstorm with support from
their notes, recalling all the events involved in Australian
Colonisation (students are to copy this brainstorm for their
own reference).
Conclusion:
Students are to play 'Who wants to be a millionaire?'
Provisions for students at educational risk:
Prompts given to support note taking.
Class brainstorm will aid students to recognise the key events
in Australian Colonisation.

Who wants to
be a
millionaire :
http://www.su
perteachertool
s.us/millionair
e/millionaire.p
hp?
gamefile=116
7
https://www.yo
utube.com/wat
ch?
v=S5qYjm6xR
Zk

(ACHHK09
3)

Using
secondary
resources
Record
information

(ACHHK09
4)

Using
secondary
resources
Record
information

Students will
understand why
the British
Colonised
Australia.

Observation
Checklist

Students will
demonstrate an
understanding of
Australian
colonisation
through drawing
conclusions based
on research.

Students will
understand the
patterns of
Australian
colonisation.
Students will recall
the patterns of
Australian
colonisation

Observations
Checklist

To aid with low reading ability, when YouTube video is paused,

teacher will summarise.

Introduction:
Review of Australian Colonisation from previous session- think,
pair, share.
In pairs, students are to brainstorm reasons why people would
want to colonise Australia.
Students are given an overview of the three reasons for the
British coming to colonise Australia: Overcrowded prisons,
Trade, British Interests.
Activity:
I-pads- research one of the reasons for British colonisation,
making an explosion chart on it. .
Conclusion:
Students are to review what they have learnt.
Provisions for students at educational risk:
Think pair share is used to aid students with the recall of
information.
Students are given key words to search to aid their research.
Introduction:
Students are to revisit the notes from the previous session.
Activity:
While the teacher is explaining the patterns of settlement,
students are to actively listen through note taking.
Students are to put a time line sheet back together with
support from their notes.
Partner mark of time line.
Conclusion:

I pads/ smart
board
Page 4 of
Australian
colonisation
Blank paper

Time line
sheetpatterns of
settlement

through the
development of a
time line.
4

(ACHHK09
4)

Developing
inquiry
questions
Drawing
conclusion
s
Accessing
and using
secondary
resources

Students will
understand the
spreading of
settlement from
convicts to free
settlers.

Checklist

Students will
develop three
inquiry questions to
be researched on a
group of settlers.

Record
information

(ACHHK09
4)

Identify
points of
view

Students will
understand the life
style and events of a
chosen settlement
group through the
investigation of
inquiry questions.

Observations
Checklist

Students will
demonstrate an
understanding of the
life of a chosen
settlement group
through the
production of a
letter.

(ACHHK09
4)
(ACHHK09
7)

Use
decision
making
processes.
Access
secondary
resources

Students will
understand the
events leading to
the development
of the Swan River
Colony.
Students will

Review of lesson content.

Provisions for students at educational risk:
The teacher points out key points to note.
Timeline sheet has visuals to support understanding.
Introduction:
Students will be given a brief oral overview of the groups of
settlers: Convicts, soldiers, emancipists and free settlers.
Activity:
Modelled question construction.
Students are to develop three inquiry questions into the lives
of one groups life during settlement including jobs, conditions,
and purpose for coming to Australia.
Students are to research their questions using their I-padsinformation should be detailed and recorded for later
reference.
Conclusion:
Sharing of interesting facts students have found.
Provisions for students at educational risk:
Modelled question construction is used to aid students with
accuracy of research.
Students are to be given key words to search if assistance is
required.
Introduction:
Review of previous lessons activities.
Activity:
Review of a letter structure and features.
Teacher presents an example.
Students are to produce a letter written in the point of view of
a member of their chosen settlement group.
Conclusion:
Sharing of letter with the class.

Inquiry
question and
research
recording
sheet.

Lined paper
for letter draft.
Blank paper
for letter final
copy (edges of
letters are to
be burnt)

Provisions for students at educational risk:

Verbal linguistic learners.
Question prompts are to be given.
Students may be given a fact sheet about their chosen
group to aid comprehension.
Observations
Anecdotal
notes- 3
students.

Introduction:
During a think pair share students are to brainstorm reasons
why a capital city is chosen- recording on a TWL.
Activity:
Using their brainstorm, students will choose a place on a map
of Western Australia to make a capital city and why.
Students will explain to the class why they chose that location

TWL charts
Detailed maps
of WA
http://slwa.wa.
gov.au/swan_ri
ver/communit

Record
information
Draw
conclusion
s

understand the
relevance of the
Swan River Colony
to our own
personal histories.

for the capital city.

Students will view the website on James Stirlings voyage to
the Swan River and his descriptions, which would later
become a capital city:
http://slwa.wa.gov.au/swan_river/community_icon/stirling
Students will record the information on their TWL.
Conclusion:
Students will be asked summary questions to gauge their
understanding.

Consider
point of
view
7

(ACHHK09
3)
(ACHHK09
4)
(ACHHK09
7)

Use
decision
making
processes.
Access
secondary
resources
Record
information

Provisions for students at educational risk:

Students will use
inquiry skills to
draw conclusions
and make
inferences.

Checklist

Visual displays of James Stirlings voyage.

Verbal- linguistic learners.
Introduction:
Students are given the story overview of the differing opinions
of Lockyer and Stirling (Frederickstown (Albany) or the Swan
River?): Stirling and Lockyer had differing views of the best
place for a settlement in WA.
Activity:

Students do online research to find the differences between

the two places for instance the landscape, rivers, quality of
soil, proximity to other countries etc.
In pairs they create a PLUS, MINUS, INTERESTING chart for a
settlement at both Frederickstown (King George Sound) and
the Swan River. They decide which place they would prefer for
a settlement.
Conclusion:
Students put their case to the class.
Provisions for students at educational risk:
Comparisons are used to help students understand why an
area was colonised.
Key words are given to students to aid their research.
Introduction:

observations

Checklist
observations

Students will
recognise the
reasons for
selecting the Swan
River to colonise.

Draw
conclusion
s
Consider
point of
view
8

(ACHHK09
3)
(ACHHK09
4)
(ACHHK09
7)

Use
decision
making
processes.
Access
secondary
resources
Record
information
Draw

y_icon/stirling

Students will
investigate their
own family
heritage in
migration and
reasons for
coming to
Australia.
Students are to
make comparisons
between the push
pull factors of the

Students are informed of the push/ pull factors of migration to

Swan River colony through a class discussion.

Activity:

Using I-pads, students are to research the push/pull factors of

modern immigration to Australia making a comparison
between those and the ones to the Swan River.
Extension: students search for their own migration history.

Ipads
Plus, Minus,
Interesting
worksheets

I-pads
Push/pull
factors of
migration
Comparison
sheets

conclusion
s
Consider
point of
view

(ACHHK09
4)

Access
secondary
resources
Record
information

early settlers, and

the push pull
factors of modern
migration.

Conclusion:

Students are to
recognise the push
and pull factors of
the Swan River
colonisation.

Provisions for students at educational risk:

- Question prompts are given to students.
- Extension task: students search for their own migration history.

Students will
recognise the
ways in which
Australian land
was used prior to
colonisation.

Anecdotal
notes- 3
students

Sharing of comparisons.

Introduction:

observations

During a class discussion, students will produce a brainstorm

on the ways that the indigenous use land.

Activity:

Students will
understand the
sustainable nature
of traditional
methods of land
use.

YouTube video
on aboriginal
farming
Brainstorming
sheets

Students are to view YouTube videos on aboriginal farming

including burning to control plant growth and attracting
animals, as well as the controlling of the movement of
animals.
Students are to work as a class to produce a brainstorm on
aboriginal farming.

Conclusion:

Discussion of theories of what changes may have occurred to

their farming after colonisation.

Provisions for students at educational risk:

YouTube video is used to explain the Indigenous farming

processes.

(ACHHK09
4)

Use
decision
making
processes.
Access
secondary

Students will
understand the
impact of
colonisation on the
indigenous.

Checklistimpact on the
indigenous

Students will

Anecdotal notes

Observations

Class discussion is used to review the main aspects of

indigenous farming.
Introduction:

Students are to view the YouTube video ( ) on the impact of

colonisation on the indigenous.
Students are given the inquiry question: Why was the British

Youtube Video
on the impact
of colonisation
on the
indigenous
Ipads

resources
Record
information
Draw
conclusion
s

recognise the
differing values
between the
Indigenous and
the British settlers.

colonisation such an issue for the indigenous?

Activity:

Using the Ipads, students are to make a comparison between

Aboriginal and British values using the given research chart.

Comparison
sheet: British
and
Indigenous
values

Conclusion:

Students are to share their research results.

Provisions for students at educational risk:

YouTube video is used to aid comprehension of indigenous life

after colonisation.

10

(ACHHK09
4)

Draw
conclusion
s
Consider
point of
view

Students will
recognise the
effect of
colonisation and
farming on the
indigenous and
the land.
Students will
recognise the
impact of
colonisation on the
indigenous.

Checklistimpact on the
indigenous
Observations
Anecdotal notes

Students are given key words to search and sites they may
use to complete their research task.
Introduction:

Students are to review their findings from the previous

session.
Read and discuss Tyranny of fences.
Think, pair and share on the main issues and differences in
farming.

Activity:

Point of view- students are to write a diary entry illustrating

the point of view of an Indigenous person or a British settler.
Extension: research the meaning of given words and create a
cross word.

Conclusion:

Sharing of diary entries.

Provisions for students at educational risk:

Verbal linguistic learners

Extension: research the meaning of given words and create a

Tyranny of
fences
Think, pair,
share sheets.
Diary entry
sheets

cross word.

11

(ACHHK09
4)

Use
decision
making
processes.
Access
secondary
resources
Record
information

Students will
recognise the
impact of
colonisation on the
indigenous.

Checklistimpact on the
indigenous

Students will
understand the
impact of the
British civilisation
attempts.

Anecdotal notes

Observation

(ACHHK09
5)

Access
secondary
resources
Record
information
Draw
conclusion
s
Consider
point of
view

Students are read a passage entitled Changing relationships.

Activity:

Changing
relationships.

Students are to have a debate relating to whether or not the

British had a right to do what they did, and what alternatives
they may have taken.

Students are to view a YouTube video of the Apology Speech.

Provisions for students at educational risk:

Consider
point of
view

12

Youtube:
Apology
speech.

Conclusion:

Draw
conclusion
s

Present
arguments
Use
decision
making
processes.

Think, pair and share- piggy backing students

understandings.
Introduction:

Students will
recognise the
impact of the Gold
Rush on the
economy and land
of Australia.
Students are to
recognise how the
Gold Rush
contributed to the
development of
their local
community.

Debate is used to scaffold student thinking- students can build

on one anothers ideas.

Checklist

Introduction:

Observation

Anecdotal notes

Students view Power Point on Western Australian Gold rush

(1890).

Activity:

Research task: students are to create an information poster on

the Australian gold rush of the 1890s and what it meant for
Fremantle.

Conclusion:
- Students are to share the work that they have completed.
Provisions for students at educational risk:
- question prompts are given

Resource:
http://www.fre
mantlewestern
australia.com.
au/fremantlehistory.htm
Ipads
Poster paper

13

(ACHHK09
3)
(ACHHK09
4)

Use
decision
making
processes.

(ACHHK09
5)

Access
secondary
resources

(ACHHK09
7)

Record
information
Draw
conclusion
s
Consider
point of
view

Demonstrate an
understanding of
the events of
Australian
colonisation.

Summative
assessment
Rubric
Checklist

Students are given key words to aid research.

Introduced:

Task sheet.

Computers/ I
pads.

In pairs, students are to brainstorm all the events considered

in the unit and what they recall.

Activity:

Students are to create a report on Australian colonisation. The

report should summarise Australian colonisation, the patterns
of settlement, a bio of a significant individual considered in the
program, farming and the effects on the indigenous.

Conclusion:

Class quiz.