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

General Capabilities:

History

Term:
Health & Physical Education

The Arts

Literacy
*

Numeracy

ICT
*

Critical and creative

thinking *

Ethical Behaviour

Personal and social

Competence

Intercultural
Understanding
*

FORWARD PLANNING DOCUMENT

TERM/WEEKS:
10

1/2-

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

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

SPECIFIC
LESSON
OBJECTIVE

YEAR LEVEL: 6

LEARNING AREA/TOPIC: History

Asia and Australias engagement with Asia

ASSESSMENT
(what & how)

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

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1

Lesson
1/week2
(ACHASSK13
6)
General
Capabilities
Literacy
Intercultural
Understandi
ng
Critical and
creative
thinking
Australias
engagement
with Asia
ICT
Aboriginal
and Torres

Research
- Analyse
&
organize
informati
on
Evaluatin
g and
reflecting
communi
cating
- Use ICT

Collaboratively
work together for
a whole class
discussion
Learn about the
migration time line
in small groups of
3 or 4 students
Research in your
small groups of 3
or 4 students.
Discuss and
complete a Digital
Concept Map
using bubbl.us.
Research 5 key
facts.

Observe class
participation and
discussion.
Ask students to
write up
information on the
White Board.
Teacher will
discuss and use
Group work
assessment
Rubric and QR
Creator

Introduction:
1. Teacher asks all students to come to the
front of the class and asks students to
think about what we have learnt about
the Australian Federation in the previous
History Lesson.
2. Brainstorm on the white board, what we
know about the Australian Federation.
Watch the You Tube clip.
3. Using your iPads scan the QR Code to
reveal the Migration time line. Read the
information on the time line and choose
one of the groups of people to research
http://www.noborders-group.com/aboutus/History-of-Immigration-Australia
4. Using iPads and working in your small
groups design a story map using
bubbl.us and include 5 key facts.

Who were
the main
groups of
people who
migrated to
Australia
since
Federation?
What was
the reason
they
migrated to
Australia?

White Board &

Markers
You Tube clip
AUSTRALIA:
Colonisation to
Federation
(1788-1901)
4:46
iPads
QR Code
Reader for
Migration time
line.
Google search
Using iPads
design, a
Digital
concept map
using bubbl.us

WEEK
/
LESS
ON

AUSTRALIAN CURRICULUM
LINKS

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

Lesson 2/
week 5

Understand
that the
currency
of Australia
has change
d overtime
and the
significant
dates and
chronologic
al sequence
of the
changes.

In groups
students will
create a Google
Slide of their
time point of
Australian
currency.

1)Play a quick clip that shows how the Australian

Currency changed over time in response to
society and world changes into the form students
recognise today.
https://youtu.be/QLr4netT8No

1a) What
was the
currency
used in
Australia
before the $
and 1b) what
date did it
change?

Historical
Historical
Skills
Knowledge &
Understanding

RESOURCES

44
ACHASSK137
- The
contribution
of individuals
and groups
to the
development
of Australian
society since
Federation.

- Research
- Analyse &
organize
information
- Evaluating
and reflecting
communicatin
g
- Use ICT

Describe
Australian
currency at
each
significant
time point.

Individually will
take a 12
question Quiz
using Google
Form.

2) Using the QR Codes supplied to information

students will discover the history of the event
they are assigned. Students will record, analyse,
summarize in their own words the important
factors of the event on their respective Google
slide.
3) Students present their slides to the class via
the Interactive white board and discuss what
they found and can answer questions from the
remaining students.
4) Using QR Codes students will be taken to a 12
question quiz on Google forms that will have 2
questions from each of the significant event
dates.

2a) What
was the first
Australian
note ever
produced?
3) Why did
Australia
replace the
$1 note?
4) How many
Shillings in
one Pound?

- iPads
- IWB
- Google Slides
- Internet
-Stawpoll
-QR Codes
-Google Forms

WEEK/
LESSO
N

AUSTRALIAN CURRICULUM
LINKS

Historical
Historical
Skills
Knowledge &
Understanding

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

1. Who is pictured on the Australian Currency: Students

will be shown a quick Youtube video
(https://youtu.be/_G6B2EGfcJE) that outlines who is on
the Australian notes and a brief description of their
achievements. The students will record the main points
into Spider Scribe.

1. Who is
pictured on the
Australian
currency

RESOURCES

44
- Research
Lesson
3/week 3
ACHASSK137
- The
contribution
of individuals
and groups
to the
development
of Australian
society since
Federation.

- Analyse/
process
information

Evaluating and
reflecting
communication
Use ICT

Students will
know the
Australians
pictured on
the Australian
currency and
list the
achievements
of the
individual.

In groups
students will
create a
storyboard of the
lives of their given
individual.

2. Using internet searches to further discover the history

of the person they are assigned. Students will record,
analyse and order the information that they have
collected to form a timeline (google slides) of the
persons life and achievements.
3. Students present their slides to the class. Discussion
and questions will be encouraged at this point.

2. How did
your individual
contribute to
Australian
society.

- iPad
- IWB
- Spider Scribe
- Google Slides
- Internet
- Youtube

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

Lesso
n4

ACHASSK1
35

Term
1/wee
k8

Australia
as a
Nation
The rights
of
Aboriginal
and Torres
Strait
Islander
Peoples
within
Australia

1)Critical
and
Creative
thinking.
2)Process,
evaluate
and
organise
information
3)Using
digital
technology
4)Challengi
ng
stereotype
s and
prejudices
5)
Recognise
ethical
concepts

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Developing an
understanding of
the significance of
the 1962 right to
vote and the 1967
referendum
removing
Indigenous
peoples
protected people
disabilities

1) Creating a
biography page
out lining an
Indigenous
politicians
accomplishmen
ts using Google
Forms.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

1a) Investigate the lack of citizenship rights for

Aboriginal Peoples and Torres Strait Islander
Peoples in Australia Be given a page to share
between two showing a QR code that lead them
to text based information.
(http://www.aec.gov.au/indigenous/history.htm)
1b) Students will use the information to create a
summary / evaluation article via Scribd focusing
on what rights Aboriginal and Torres Strait people
lacked prior to 1962 and what changed.
2a) Identify and choose a prominent Indigenous
political figure that arose post 1962 using a list of
indigenous Australia politicians as a guide to
further research.
(https://en.wikipedia.org/wiki/List_of_Indigenous_
Australian_politicians)
2b) Focus on a single Indigenous politician and
what they achieved for Australia and its people
2c) Create a single biography page each on a
class shared celebratory Google Forms
document.
It will be presented as a whole in slideshow
format on an interactive whiteboard to promote
discussion participation and discussion.

KEY
QUESTIONS

1) What are
some of the
lacking
citizenship
rights for
Aboriginal
Peoples and
Torres Strait
Islander
Peoples in
Australia
pre-1962
2) What
positive
contributions
to Australia
has a
prominent
Indigenous
politician
made.

RESOURCES

iPads
Internet
Google Form
Scribd
Interactive
whiteboard