FORWARD PLANNING DOCUMENT

TERM/WEEKS: Sem1
week2

YEAR LEVEL: 2

LEARNING AREA/TOPIC:Hisotry

AUSTRALIAN CURRICULUM HISTORY
General Capabilities:
Literacy

Numeracy

ICT

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

WEEK
/
LESS
ON

1

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

Use a
range of
communic
ation
forms
(oral,
graphic,
written,
role play)
and digital
technologi
es
(ACHHS05
4)
The
history of
a
significant
person,

Pose
questions
about the
past using
sources
provided
(ACHHS04
9)

Critical and creative
thinking

Ethical Behaviour

Asia and Australia’s engagement with Asia

Personal and social
Competence

Intercultural
Understanding

Sustainability

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING
EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

1: Explain their
own
understanding of
ANZAC day in their
own words

Anecdotal notes
about the
children’s
understanding
of the history
and importance
of ANZAC.

Lesson 1: Explore and learn the history of
the Anzacs
Motivation:
- The teacher will discuss with the students on
what they will be learning about in the lesson.
- The teacher will questions the children’s prior
knowledge on the ANZACS. The students will be
required to respond, if they do not then the
teacher will explain to the children about the
importance of Anzac day.
- Ask the children questions relating to the
ANZACS that will appear in the quiz later on.
- These responses will be brainstormed with the
children on the Interactive Whiteboard. Drawings
and any facts that they might know.
- Read the children the poem on the Anzacs. Ask
the students to join in reading the poem for the
second time.

Does anyone
have an idea
on what
important
day is on the
25th April?

2: Cooperate and
work together in
order to complete
the quiz
3: Use ICT
effectively in their
groups

Observing one
specific group
on their
progress
through using
ICT as a group.

Lesson Steps:

Can anyone
tell me
anything
they might
know about
ANZAC?
Why it’s
important
we honour
and
commemora
te our troops

RESOURCES

Appendix 1:
1X
Smartboard
ANZAC Poem
provided from
http://www.ar
my.gov.au/Our
history/Traditio
ns/For-thefallen.
Appendix 2:
1 X iPads per
group.
(QR Reader
app)
Survey

building,
site or part
of the
natural
environme
nt in the
local
communit
y and
what it
reveals
about the
past
(ACHHK04
4)

-Group the children into groups of four.
-Hand each group an IPad and ask them to
access the QR Reader app. They can scan this on
the weebly website but it will also be available on
the interactive whiteboard.
-Once they scan the QR code they will be able to
access the Survey Monkey website where they
will be able to complete the quiz on ANZAC.
-Teacher will walk around the classroom and
observe each group and assist any student if
needed.
Conclusion:
-When finished, the teacher will ask the children
to stop what they are doing and come sit on the
mat, as they will review the quiz answers.
-The children will then ask any questions if they
are curious about any specific facts or
information regarding ANZAC.

every year?”
(Quiz
questions)
Do you have
any
questions for
the teacher?

Monkey: link
to the quiz
(will be
available on
weebly)
https://www.su
rveymonkey.co
m/s/KQ9F6KF
ANZAC
FACTS
http://www.ar
my.gov.au/Our
history/Traditio
ns/Anzac-Day.
http://www.fort
eachersforstud
ents.com.au/si
te/wpcontent/uploa
ds/KidsMedia/
ANZACDay/pdf
s/anzacfacts.pdf

FORWARD PLANNING DOCUMENT
TERM/WEEKS: Sem1
week2

YEAR LEVEL: 2

LEARNING AREA/TOPIC: Anzac History

AUSTRALIAN CURRICULUM HISTORY
General Capabilities:
Literacy:

Numeracy

ICT:

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

WEEK
/
LESS
ON

22

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

The
history of
a
significant
person,
building,
site or part
of the
natural
environme
nt in the
local
communit
y and
what it
reveals
about the
past
(ACHHK04
)

Pose
questions
about the
past using
sources
provided
(ACHHS04
9)
Explore a
range of
sources
about the
past.
(ACHHS05
0)

Critical and creative
thinking:

Ethical Behaviour

Asia and Australia’s engagement with Asia

Personal and social
Competence:

Intercultural
Understanding: X

Sustainability

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING
EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

1: Children will be
able to recall
between 1 to 5
facts about ANZAC
history.

Anecdotal notes
about student
understanding
of ANZAC
History and one
specific
significant
figure in the
ANZAC.

-From
yesterday’s
class can
anyone tell
us what we
do on ANZAC
Day to
honour our
troops?

Appendix 1:
1X
Smartboard
4 X iPads per
group.
The Poppy
Story (Early
Years)
Poppyscotlan
d Education.

Observation of
the group
activity, as the
teacher will
observe one
specific group
on their
progress in the
brainstorm.

Lesson Two: Learn about historical figures
who were part of the ANZAC.
Motivation:
-The teacher will begin the lesson by recapping
last week’s lesson and asking the students
specific questions about ANZAC so the teacher
can assess on the student’s knowledge on the
topic.
-The teacher will then show the students a QR
Code on the smart board, so the children can
access a YouTube video on ANZAC History. The
children will then watch the ANZAC video in small
groups of four.
-The teacher will then introduce the well-known
ANZAC historical figures, there will be facts,
pictures and videos shown on the smart board.
The three ANZAC historical figures are 1. Jack
Simpson Kirck Patrick and his donkey. 2. Captain
Joseph Peter Lalor. 3. Thomas Hayward Rose.

Peer Evaluation.

Lesson Steps:

2: Children will be
able to cooperate
and collaborate
within small
groups to
complete a
brainstorm via
spider scribe.
3: Children will
develop the
knowledge of
important facts
and information
about a significant

-Can anyone
tell us an
interesting
fact about
ANZAC
history which
they learned
about in
yesterday’s
class?

https://www
.youtube.co
m/watch?
v=doalcouB
Kwc.
Appendix 2:
What Now:
What does
Anzac mean
to us?

Use a
range of
communic
ation
forms
(oral,
graphic,
written,
role play)
and digital
technologi
es
(ACHHS05
4)

figure in ANZAC.

-The students will choose one specific historical
figure who they would like to write to in the next
lesson.
- Once the students have made their decision,
the student will get it into small groups of four
and brainstorm interesting facts and details
about their chosen historical figure and
brainstorm on the website Spider Scribe.
Conclusion: Once the students have finished
their brainstorming they will gather together on
the mat as each group will show their brainstorm
to the rest of the class and discuss any important
and interesting facts about their chosen historical
figure.

-What
historical
figure did
you choose?
-Can you tell
me any
interesting
fact about
your chosen
figure?
Do you have
any
questions for
the teacher?

https://www
.youtube.co
m/watch?
v=cMDCBcB
RAh4
Appendix 3:
4 X iPad (per
group).
Website:
Spiderscrib
e:
https://www.s
piderscribe.n
et/

FORWARD PLANNING DOCUMENT
TERM/WEEKS: Sem1
week3

YEAR LEVEL: 2

LEARNING AREA/TOPIC: Anzac History

AUSTRALIAN CURRICULUM HISTORY
General Capabilities:
Literacy

Numeracy

ICT

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

WEEK
/
LESS
ON

3

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

The
importanc
e today of
an
historical
site of
cultural or
spiritual
significanc
e; for
example,
a
communit
y building,
a
landmark,
a war
memorial
(ACHHK04
5)

Pose
questions
about the
past using
sources
provided
(ACHHS04
9)

Critical and creative
thinking

Ethical Behaviour

Asia and Australia’s engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

1: Children will
cooperate and
work together to
create ANZAC
cookies.
2: Children will use
the ICT provided
effectively

Personal and social
Competence
Sustainability

ASSESSMENT
(what & how)

TEACHING & LEARNING
EXPERIENCES
(include learner diversity)

Anecdotal notes
on how well
each group
work together
on their Anzac
cookies.

Lesson 3: Work Together to create some
yummy Anzac cookies
Motivation:
- The teacher will ask the children to mat where
the lesson will begin
- The children will be reminded of what was
learnt in prior lessons to refresh their memory on
the ANZACS. The children learnt about one
specific Anzac veteran and will be required to
remember this veteran for future lessons. They
will be asked two questions about these
veterans.
- To start this lesson, the teacher will play a video
on the Interactive Whiteboard (smart board)
called Anzac Day read along. (YouTube)
- Ask the children questions in regards to what
they have learnt or now understand after
watching the video.
- Inform the children that in this lesson they will
be cooking Anzac cookies.

Peer evaluation
on how well
each group
member
worked as a
team to create
the Anzac
cookies.
Observation on
how well each
group used the
ICT provided.

Intercultural
Understanding

KEY
QUESTIONS

RESOURCES

Appendix 1:
What did we
learn last
lesson?
What
veteran did
you learn
about last
lesson?
What are
some facts
that you
remember?
Do you know
anyone who
went to

1x smart
board
Anzac Day
read along ebook.
Retrieved from
YouTube.
https://www.yo
utube.com/wat
ch?
v=HVg96QDR
zDQ
Appendix 2:
1x iPad per
group
of four

Gallipoli?
Use a
range of
communic
ation
forms
(oral,
graphic,
written,
role play)
and digital
technologi
es
(ACHHS05
4)

Lesson Steps:
- Group the children into groups of four. Out of
these four children, choose a leader. This leader
will be the one who takes photos of each step.
- Hand each group one IPad, with this IPad they
will take photos of each step using the camera.
Once they have finished all of the cooking steps,
they will place each photo into an electronic book
on Book Creator. In this book they will be able to
draw, write and add photos of their choice.
- Once the children have worked out who the
leader is, the children will begin cooking. The
recipe is simple for the children to understand.
The teacher will however, walk around and assist
all of the children. The recipe will be accessible
through the QR code on the Weebly website
- The teacher will also remind the children to take
photos of each step.
Conclusion
- Once the children have finished cooking and
taken photos of each step, the children will make
their way down to the mat.
- The teacher will ask the children to create their
Anzac cookie book using the app Book creator.
- When finished, the teacher will upload each of
the books onto their class blog. The teacher will
also print off each book and make them into a
hard copy book to display around the classroom.
- To conclude, ask the class questions about what
they did that lesson and if they have any
questions. Explain to the class about what they
will be learning next lesson.

Does anyone
know what
Anzac
cookies are
or have you
ever had one
before?
What have
you learnt
this lesson?
Do you enjoy
using the
IPads to
create
electronic
books?
Do you have
any
questions for
the teacher?

Book Creator
app
ANZAC
FACTS
http://www.ar
my.gov.au/Our
history/Traditio
ns/Anzac-Day.
http://www.fort
eachersforstud
ents.com.au/si
te/wpcontent/uploa
ds/KidsMedia/
ANZACDay/pdf
s/anzacfacts.pdf

FORWARD PLANNING DOCUMENT
TERM/WEEKS: Sem1
week4

YEAR LEVEL: 2

LEARNING AREA/TOPIC: Anzac History

AUSTRALIAN CURRICULUM HISTORY
General Capabilities:
Literacy

Numeracy

ICT

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

WEEK
/
LESS
ON

4

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

The
importanc
e today of
an
historical
site of
cultural or
spiritual
significanc
e; for
example,
a
communit
y building,
a

Pose
questions
about the
past using
sources
provided
(ACHHS04
9)
Explore a
range of
sources
about the
past.
(ACHHS05

Critical and creative
thinking

Ethical Behaviour

Asia and Australia’s engagement with Asia

Personal and social
Competence
Sustainability

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING
EXPERIENCES
(include learner diversity)

1: Understand that
there are
significant
historical figures in
Australian History.

Teacher uses a
rubric to mark
the student’s
efforts towards
creating a
thank you letter
for one
historical
veteran.

Lesson 3: Work Together to create some
yummy Anzac cookies
Motivation:
- The teacher will begin the lesson by recapping
last week’s lesson and asking the students
specific questions about ANZAC so the teacher
can assess on the student’s knowledge on the
topic.
- To start this lesson, the teacher will ask the
class to play celebrity heads using the three
ANZAC historical figures. They are 1. Jack
Simpson Kirck Patrick and his donkey. 2. Captain
Joseph Peter Lalor. 3. Thomas Hayward Rose.
- This will refresh their memory on the three
historical figures that they will be writing a thank

2: Children will use
the ICT provided
effectively.

Intercultural
Understanding

KEY
QUESTIONS

RESOURCES

Appendix 1:
Who is your
chosen
historical
figure?
Why did you
choose this
specific
person?
What
interesting
facts did you

ANZAC
FACTS
http://www.ar
my.gov.au/Our
history/Traditio
ns/Anzac-Day.
http://www.fort
eachersforstud
ents.com.au/si
te/wp-

landmark,
a war
memorial
(ACHHK04
5)
Use a
range of
communic
ation
forms
(oral,
graphic,
written,
role play)
and digital
technologi
es
(ACHHS05
4)

0)

you letter to.
- The teacher will ask the class if they have any
questions about the three veterans, and if they
would like to know anything more. The teacher
will also ask the class questions about the
historical figures.
- Explain to the class that this lesson we will be
writing a thank you letter to their chosen
historical figure.
Lesson Steps:
-The teacher will hand out one IPad per child. The
teacher will begin to explain the following task to
the children.
- The children will be writing their thank you
letters on the IPad app Pic Collage. This app will
allow them to draw, add pictures, videos, titles
and stickers.
- Once completed the teacher will ask the
students to save their thank you letter on the
IPad so the teacher can assess the children’s
completed work
Conclusion
- The teacher will gather the children and will ask
a couple of them to present their letters to the
class.
- These letters will also be hung around the
classroom for their parents and relatives to view.
- To conclude, the teacher will ask the children
what they have learnt over the past 4 weeks, and
if they would like to ask any questions.

learn about
them?
Do you have
any
questions for
the teacher?
Why would
you like to
say thank
you to this
chosen
figure?

content/uploa
ds/KidsMedia/
ANZACDay/pdf
s/anzacfacts.pdf
Appendix 2:
1x IPad
Pic Collage
App