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Unit/Topic: Migration to Australia

Date: 24/08/2015

Key Learning Area: History

Year Level: 5/6

UNIT OUTCOMES:
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
Elaborations

Identifying the reasons why people migrated to Australia in the 1800s (for
example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events
such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)

Investigating the experiences and contributions of a particular migrant group
within a colony (for example Germans in South Australia, Japanese in
Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer
River, Pacific Islanders in the Torres Strait)

Year 6 Outcomes : Historical Knowledge and Understanding
Australia as a nation:
Key figures and events that led to Australia’s Federation, including
British and American influences on Australia’s system of law and
government.(ACHHK113)
Elaborations

Studying Australia’s path to Federation through an examination of key
people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)
and events (for example the Tenterfield Oration, the Corowa Conference, the
referendums held in the colonies from 1898 to 1900)

The contribution of individuals and groups, including Aboriginal and
Torres Strait Islander people and migrants, to the development of
Henderson, J

Lesson Plan 6

Australian society, for example in areas such as the economy, education,
science, the arts, sport. (ACHHK116)
Elaborations

Investigating the role of specific cultural groups in Australia’s economic and
social development (for example the cattle industry, the Snowy Mountains
Scheme, the pearling industry)

Historical Skills: Chronology, terms and concepts
Use historical terms and concepts (ACHHS099)
Elaborations:

Using historical terms (such as the gold era, the Eureka Stockade, the Myall
Creek Massacre, colony)

Historical questions and research:
Identify questions to inform an historical inquiry (ACHHS100)
Identify and locate a range of relevant sources (ACHHS101)
Elaborations:

Using internet search engines, museums, library catalogues and indexes to
find material relevant to an inquiry (for example primary sources such as
stories, songs, diaries, official documents, artworks)

Understanding the internet domain names ‘com’, ‘edu’, ‘gov’ as indicators of
the provenance of a source

Analysis and use of sources:
Locate information related to inquiry questions in a range of sources
(ACHHS102)
Compare information from a range of sources (ACHHS103)
Elaborations:

Finding relevant historical information about colonial Australia from primary
and secondary sources

Examining two sources of evidence to identify similarities and/or differences,
and describing what they reveal about the past

Explanation and communication:

Henderson, J

Lesson Plan 6

Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS106)
Elaborations:
Using ICT to create presentations which are suitable for the target audience and
include text, images and/or audiovisuals
ENGLISH
Year 5 Outcomes
Plan, rehearse and deliver presentations for defined audiences and purposes
incorporating accurate and sequenced content and multimodal
elements (ACELY1700)
Creating texts
Plan, draft and publish imaginative, informative and persuasive print and
multimodal texts, choosing text structures, language features, images and sound
appropriate to purpose and audience (ACELY1704)
Year 6
Plan, rehearse and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for defined audiences and purposes, making
appropriate choices formodality and emphasis (ACELY1710)

Classroom Management Strategies
Throughout the lessons these two classroom management practices will be
undertaken; cooperative learning and on task behavior. Cooperative learning, in
which small groups of classmates work towards common goals will be highlighted.
In their research groups the students will resolve differences of opinions and share
responsibilities. This management strategy is effective as I believe that students
are able to learn from their peers. To keep individual students on task first I would
apply low level interventions such as the look, a gesture to stop talking, walk and
stand next to the student and using an “I” statement. If the unacceptable
behaviour continues I will offer the student a choice in a non-threatening tone
giving the student an opportunity to re-engage or a consequence will occur.

Henderson, J

Lesson Plan 6

At the beginning of each lesson the students will be asked to sit on the floor facing
the interactive whiteboard, the roll will be marked and then the Cue to Start which
I will use “1,2,3 arm crossed” will be used to get the attention of the class. I will
instruct the students of the lesson’s layout.

Research
Time
N/A

Main Content

Students to continue with the

Teaching Approaches
 Continue to monitor
student progress

assessment item collaboratively

and assist individual
student needs
where adequate

SSO or Indigenous
support worker
Teaching
Strategies

Planning and visualising
explicit processes.
Working non-verbally with
self-reflective, hands-on
methods.
Learning through images,
symbols and metaphors.
Learning through placeresponsive, environmental
practice.
Using indirect, innovative
and interdisciplinary
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Lesson Plan 6

approaches.
Modelling and scaffolding
by working from wholes to
parts.
Connecting learning to
local values, needs and
knowledge.
To be carried out
throughout the lesson
where appropriate.

Notes for Teachers

Make sure that all the equipment is available for students to use.
Model anything the students require with ICT

RESOURCES
Printer access
Classroom support (SSO/Parent/ Indigenous support worker)
History books and/or paper
Internet access
Interactive whiteboard
iPads
Computers

SAFETY CONSIDERATIONS/MATERIALS
First check or revisit the school’s policy on safety in the classroom and on
excursions.
Check health records on each student so you are aware how to react to any
potential problems.
Always test each activity by yourself before engaging in a lesson with the students.
Explain to the students about any potential dangers that could be involved in the
lesson.
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Lesson Plan 6

Before each lesson, display and discuss with the students about safe practices.

ASSESSMENT
Note* This will be the main focus for this lesson. Teacher to make sure they are
aware of the overall summative assessment and take note on each student in each
individual lesson

Whole Unit Assessment
Type of

What will be assessed

When it will be

assessmen
t
Participation

assessed
Organization, Collaboration and

Throughout the

Responsibility

assignment (20%)
On

Research

Knowledge, research and ICT skills

Completion/Markin
g (20%)

Excursion

Knowledge and researching skills

On completion
(10%)

Presentation

Poster/Powerpoint, Oral, audio and

of Learning

supporting documents (rough copies)

On

Identifying of learning journey and

Completion/Markin

demonstrating historical understanding and

g (40%)

Self and
Peer

knowledge

assessment

On Completion
(10%)

REFLECTION
1. Are students finding the research easy or difficult?
2. Is there any more ways that you as a teacher can support them
more?

Henderson, J

Lesson Plan 6

References
Australian Curriculum Assessment and Reporting Authority(ACARA). (2013). The
Australian curriculum. History. Retrieved September 15, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning.
Victoria, Australia: ACER Pres

Henderson, J

Lesson Plan 6