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Teaching Proposal

ver the ten week block of lessons students in years five and six will be looking at the ANZACS from a historical, geographical, economical and civics perspective.
Students uncover what it meant to be an ANZAC during the First and Second World War compared to now, how soldiers were chosen to go to war and the shift in
roles for those back home in Australia who were required to join the workforce. Students will have a period of focusing on iconic ANZAC people including John
Simpson and his donkey and John Monash as well as uncovering the different receptions ANZAC soldiers received at home and abroad depending on their time and
area of service. The topic will hold interest for students as we have just celebrated ANZAC day and the 100-year celebration of the ANZAC soldiers landing at
Gallipoli, students are also able to draw off stories they have been told by their family or members of the community about what they have experienced during times
of celebration or war. This topic allows students to learn about the history of Australia, along with times of hardship its people have endured, identifying the role
indigenous Australia's played at home and abroad. Students will be exposed to Indigenous history and the role they played in the shaping of Australia during times of
war with the hope of enhancing the ability of young people to participate positively in the ongoing development of Australia (ACARA 2013d, pp. 12). Australia's
relationship with Asia and in particular Papua New Guinea in Kokoda will be discussed and students will be encouraged to reflect and converse about diversity
within and between the countries of the Asia region (ACARA 2012a). Many theorists argue that there are benefits of integrating past and present experience with
future expectations. (Marsh 2008, P.271) Therefore conceptual concepts of time will be further developed and challenged by comparing past and present
Critical thinking is essential when educating as it develops students ability to question sourcesdevelop an argument using evidence, and assess reliability of
sections of information. Students retain material through doing and producing knowledge by investigating a solution (Hoepper 2014, pp. 46) Inquiry will be the main
focus of the sequence of lessons, with students frequently engaging in hands on activities to grasp a deeper understanding of the content they are exploring.
Through the use of an inquiry approach student's ideas play a key role in the manner in which lessons progress, with these adapting when needed to best address
class needs and learning goals. Student's begin discover the "complexity of the world" in which they live, moving away from using "simple answers for complex
problems" and toward "form[ing] concepts and generalisations" to articulate newfound knowledge (Wilson and Murdoch 2004). Tasks will develop skills in critical
thinking, sometimes taking on the point of view of people from various backgrounds and beliefs, then reconstructing information in new ways.
Prior knowledge will be displayed through a "pre-test" before the commencement of the unit to allow the teacher to understand what course material is already
known and therefore what areas to revisit or require further depth. This also promotes discussion between peers and opens up conversation. A summative oral
presentation on the roles men and women possessed during times of war will constitute the mid-way assessment piece and finally a review of why soldiers who
served and different times and locations received such different receptions home will be final assessment piece and done in a group. Formative assessment will also
take place across all lessons in the form of informal questioning as this allows teachers to remain informed on student understanding and progress of information.
Victorian Curriculum states that the study of history allows students to become "more informed and engaged at both a local and global level" and informs of ways
society has become "informed about the beliefs and practices of diverse traditions" (Victorian Curriculum 2016). The topic of changing roles of women during war will
focus on civics and citizenship, while "explor[ing] the systems that shape society" and reasons behind them (Victorian Curriculum 2016). Geography uses an inquiry
approach to assist students make meaning of their world (ACARA 2013b, p.4). This aspect of the modules has children using maps of Australia and the world to
look at the locations all ANZACs have fought and their relation to our country to inform the class of the magnitudes of the wars our soldiers faced.


Key skills

At the end of this unit, students will

1. What it meant to be an ANZAC.
2. How people were chosen to go to war.
3. The role women and Indigenous
Australians had during the early wars.
4. The role John Monash & Jack Simpson
had in WW1.
5. Through history, soldiers have been
viewed differently by those back home.
6. Countries ANZACs fought in & where
they are located

At the conclusion of this unit:

- I can describe who an ANZAC is.
- I can discuss the requirements to be one of the
first ANZACs
- I can imagine what life was like for women &
Indigenous Australians during the early wars.
- I can investigate into peoples lives using
resources around me.
- I can compose appropriate ways to celebrate
someones life achievements.
-I can locate countries/areas on a map


Inquiry Question
Who are the ANZACS and
what has been their impact
on Australian history?

Big Ideas

What does being an

ANZAC look like?
What impact did the
wars have on ANZACS
and the people around


Pre-test: Mind-map what they

already know about the ANZACS.
Mid way formative assessment:
PowerPoint discussing different
roles of women. (VCGGK097)
Post-Assessment: Design a
poster showing how a certain
group of ANZACs were
treated/viewed. (VCCCC015,

What is an ANZAC?


Indigenous Australians During War



Jack Simpson Kirkpatrick and His Donkey



Excursion Kokoda Trail Memorial Track


John Monash

Women at Home


Support For Our Soldiers

Women at War


Commemorating ANZACs