Lesson Focus: Learning Area / Strand: Year Level: Implementation Date:

Making a Nation People in Humanities/ Making a Nation 9 25/08/15

Federation
Duration: 70 minutes

Curriculum Framework: Curriculum links (Strands/Content Descriptors):

Australian Curriculum - The extension of settlement, including the effects of contact (intended
and unintended) between European settlers in Australia and Aboriginal
and Torres Strait Islander people (ACDSEH020)
Prior knowledge of learners:
Students have previously learnt about the impact of colonization on the Indigenous population, colonial life, life on
the goldfields and Australian identity through art and literature.
Lesson objective/s
By the end of this lesson, students should be able to:
Students will develop an understanding of the key individuals and their roles leading up to Federation in
Australia. Students will enhance their understanding of the impact on Aboriginal and Torres Strait Islander
Peoples through discussions and research

Evidence of learning:
Students will work in groups on a significant individual of Federation, locate and analyse sources, then present
their selected individual to the class in the following lesson.

Classroom Management Strategies

Speak only when students are quiet and ready, address behaviour management issues quickly and wisely.
Resources:
White board, white board markers, student laptops, school Google website, classroom projector, school computer
and textbook (Oxford Big Ideas- Australian Curriculum History 9, pg. 208)

Differentiation considerations:
Multiple students in the classroom have some form of learning difficulty. For this particular lesson differentiation
occurs by putting these students into groups with students who are strong and sophisticated learners, this
therefore provides the opportunity for students to work together and learn from each other.

Lesson Introduction 1. Before beginning the lesson the educator will choose to write the lesson
Introducing the topic objectives and numerous instructions on the board.
Engagement of the 2. When the students arrive at the classroom they will be instructed to quietly line
learners up outside of the classroom with their necessary learning equipment before
being instructed to take their seats.
3. The educator will introduce the learning goal to the students and instruct them
to copy these goals into their work booklets. This should be c ompleted in
groups of 3.
Lesson Body 4. When the lesson begins, inform the learners that the first activity that they will
Delivering the be completing will be found on the school website on People of Federation.
content through
specific strategies (focus on the cultural backgrounds of

5. Students are to divide themselves into groups of three to complete this activity,
the educator should write individual states on the board and write group names
next to each.
6. Students are to simply read through the source and place the required
information into the corresponding boxes on the final page.
7. Once the students have begun working ask if anyone has any questions or do
not understand what is required of them and address these issues. During this
stage remind students that they can easily refer back to their textbook on pg.
208 for information
8. Walk around the classroom observing students and how they work and discuss
their task and ensure that the students are remaining on task and that the noise
level is keep to moderate.
9. Readdress to the students that they will need to present their chosen
personality to the class in the following lesson.
Lesson Conclusion 10. Students are to finalise their work on their significant individual and present their
Concluding activities findings on the Google doc. If they have not completed this task during the
Summarising the lesson they are to complete the remainder for homework.
lesson
Evaluation / Reflection
For my first lesson with the year 9 students I believe that this particular lesson went quite well. The lesson ran
quiet smoothly with minimal interruptions from the students. This allowed for me to be able to greatly engage with
the year 9 students and have good movement around the classroom. It provided me with the opportunity to sit
down with the students and get to know a little more about them and get a greater understanding of how they
learn. By having a smoothly run lesson I was able to place my attention on a particular student who was
struggling with the set task, by sitting down and discussing the task with the student in further detail I was able to
ensure that she could complete the task to the best of her ability and receive the same results as the other
students.