FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/5-9 YEAR LEVEL: 5 LEARNING AREA/TOPIC: HASS (History)/ The AUSTRALIAN CURRICULUM
Australian Colonies HISTORY

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
Historical
(include learner
Historical Skills
diversity)
Knowledge &
Understanding
5/1 (ACHASS (ACHASSI09 Students will 1. Student has 1. As a class, students will complete a Kahoot! quiz What have we iPads
K110) 4) create a mind formulated at about their prior learning of the Swan River Colony been learning
map using least 5 inquiry found on the welcome page of the WebQuest. The about in our Literature
(ACHASSI09
inquiry questions to final question will be about the topic of important history resources
questions to inform their people in the Swan River Colony to get the students to program? The Lege
5)
plan their historical think about their next unit of study. Moondyne
research into a research. 2. In partners, students will explore the resources on Who were some (2002) Mar
(ACHASSI10 significant the first lesson tab of the WebQuest with the goal of of the significant Greenwood
5) person of the 2. Student can choosing one of the significant people as the focus of people in the Fran Less
Swan River use their inquiry. Resources are diverse in complexity and Swan River Grim crim
Colony. appropriate form to cater for diverse student needs. Colony? and convic
sources to 3. Each group will formulate at least 5 inquiry (2005) Jac
locate and questions about their chosen person. Encourage What sources French
organise students to think about the 5 Ws and the H approach can be used to Convicts
relevant to formulating questions. These questions will be find information (2004) Mat
information. recorded on bubbl.us or SpiderScribe as the structure about these Williams
of the students mind map. people?
Life in co
3. Student 4. Students use the provided resources and
Australia
uses a mind recommended search tools to begin answering their How will we sort
First Fleet
map to inquiry questions and recording their answers on their our information?
Federation
organise and mind map.
(2014) Ker
plan their 5. Each group creates a Padlet page which will record What do we
historical their work from the WebQuest. Each group should want to know Davies
inquiry. have a link to their mind map included on their Padlet about our
by the end of the lesson. Students are to complete this chosen
These step at the same time as the teacher demonstrates. significant Pre-prepa
outcomes will person? web resou
be assessed 6. To end the lesson ask each group to share their The Swan
using a significant person and one of their inquiry questions. Colony so
checklist. Kahoot! qu
https://play
ot.it/#/k/bfb
a-99f7-4e8
a065-
36bd4703c

Webquest:
http://austr
immigratio
bly.com/
 Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
Historical (include
Historical Skills learner
Knowledge & diversity)
Understanding
5/1 (ACHASS (ACHASSI Students will create 1. Students have placed 1. From the previous lessons students will Why do we
K110) 094) a timeline of the at least 7 significant have gathered information about their use
significant points on their timeline chosen significant person and organised timelines?
(ACHASSI contributions of to do with their chosen their information onto their mind map.
095) their chosen person from the Swan 2. In their partners from the previous What can
person of the Swan River Colony lesson, students will gather their you Read, Writ
(ACHASSI River Colony, using information on their specific person and remember Think time
105) a given link. 2. Students use the log on to their computers and going on to about your http://www
Read, Write, Think the resource. specific dwritethink
timeline to organise and 3. Students use the recommend resource person /files/resou
plan their information on 4. Students are to place at least 7 without /interactive
their chosen person. significant points on the timeline. They looking at /timeline_2
may use pictures, videos and links to your notes?
further information to embellish their
timeline. Whats a way
5. When students have completed their we can sort
timeline they will save it to their documents our
and then upload it to their Padlet page. information in
6. Students will be asked to present their order of
information and how the resource helped which it
them create it. happened
about our
specific
person?
 General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
Historical (include
Historical Skills learner
Knowledge & diversity)
Understanding
7/3 (ACHASS (ACHASSK Students will 1.Students will 1. The whole class will be directed to the third - Share one iPads
K110) 106) collate their show proof of section of the web quest which has information fact about
information from collated about the two apps the students will be using. your chosen Students o
(ACHASSK their research over information from iMovie and Book Creator, with a little person to the previously
107) the week to create research in a demonstration to help students gain an idea of rest of the collect
a journal or video journal or video what is expected. class? information
about their chosen 2. The students will then break into their
person. 2. Student is partnership and each group will be handed a -What other Pre-prepar
able to use the school iPad to start their work. Using the iPad they apps could web
correct ICT tool, will start to build their journal or video, on their we use to resources:
to create an chosen person. create a
online journal or 3. As students use the app they will need to locate journal or Webquest:
video. and place any links to photos or other information video? http://austr
in a page to connect with the ICT skill of following n-immigrat
3. Student copyright rules. -Where do weebly.com
creates an 4. During the development of the journal or video we find copy
interesting and students are reminded to make it interesting as right free Apps on ip
factional video they will be shared with the rest of the class. images? Journal: Bo
or journal on 5. To end the lesson all students are asked to save Creator
chosen person. any work done and to place it on their Padlet. If -How are you Video: iMo
needed another lesson to develop the journal or going to set
Assessed video can occur. out your
visually with a journal or
checklist for the video?
final journal or
video.
 General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
Historical (include
Historical Skills learner
Knowledge & diversity)
Understanding
9/1 (ACHASSK (ACHASSI0 Students will 1. All four 1. As a class list on the board what needs to be Have I iPads
110) 94) finalise their padlet elements are included on each groups Padlet. Have a completed included all
by ensuring all their included on the Padlet example for students to refer to. elements of Pre-prepa
(ACHASSI0 workpieces from groups Padlet. Mind map which includes inquiry questions inquiry on my web
throughout the Timeline of significant persons life Padlet? resources
96)
webquest are 2. Student achievements Padlet
included. developed a Video or journal entry from the point of view example
(ACHASSI1 quiz that of chosen person
05) Students will create engages their An Obsurvey quiz to engage their peers in Obsurvey
a quiz that will peers in the the information they have found about their open on sm
engage their peers information they chosen person. board
in the information have 2. Ask a volunteer to show the class on the
they have included researched. smartboard how Obsurvey works to refresh What
on their Padlet students memory. questions
about their chosen 3. Students create a quiz of at least 6 questions can I ask to
significant person. about the information they have found on their engage my
significant person. One question must be a peers in the
question for peer review of the Padlet. Before information I
students create their quiz brainstorm ideas on the have found?
board of questions that could be included.
4. In the final 10-15 minutes of the lesson each What do I
group will explore another groups Padlet page want
including completing the quiz. feedback on
from my
peers?