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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 Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: ICT used will be highlighted in this colour.


Curriculum (what & how) EXPERIENCES
LINKS OBJECTIVE (Introduction, Body and Conclusion)

Term 1 The key values that Critique Formative - Introduction: https://www.

Week 7 underpin different forms Work sample: A YouTube song will be played for students to learn about the different forms of
Australia's democra of government students will government. /watch?v=dj
cy, including in other justify the - Democracy, monarchy, theocracy, dictatorship 6jGUMjPik
freedom, equality, countries such fairest form of
fairness as South Korea government and Lesson Body:
and justice (ACHA and China and justify their - The teacher introduces the search engine for children, Britannica and teach
SSK115) state how this reason. students the required skills to navigate the pages.
can affect (Objective 1) - Britannica will be used on the computer to research Computers (1
The roles and citizens. each or 1
- The class will be divided into four groups and within these groups’ students
responsibilities between 2)
of electors(e.g. Research about Weebly Online work in pairs to research about their assigned form of government: Britannica
enrolling to vote, the different portfolio will be dictatorship, monarchy, theocracy and dictatorship. https://school.
being informed) forms of used as a - The jigsaw strategy will be employed for students to share their findings.
and representatives government and summative - Information will be recorded on a Venn Diagram to analyse different forms
(e.g. representing state two assessment. A of government and compare and contrast similarities and differences between Venn
their electorate's differences photo of the them. Diagram
interests, between the Venn diagram
participating in the types of will be taken Conclusion: Random team
parliamentary government. and uploaded on - Students will collate their information and select the form of government they builder:
process) in each student’s https://www.r
Australia's democra portfolio. think is the most fair and equal for the population of the country and justify
cy (ACHASSK116) (Objective 2) their answer. m/team-
- A sharing session will commence amongst the whole class. generator

Limited: These students will focus on facts that are more straight forward to research
as examples of countries who adopt that form of government.
Extension: Students will be asked to research about more complicated information
such as the country’s voting system and how it works.
Describe the Introduction:
Term 1 The key features of difference Formative - Ask students to call out any words related to human rights they have studied.
Week 8 the electoral between assessment - - Students are asked to discuss what they have completed in the prior lesson
process in preferential and Reflective
first-past-the- about democracy.
Australia, such as journal: Plicker quiz
post voting - A Plicker reflection session will be conducted briefly:
compulsory voting, Students will and
secret system. write down the - How well do you think you know about this topic? reflection,
ballot, preferential main differences - A quiz will also be conducted about the topic to gauge prior knowledge. iPad
voting Create their between the
(ACHASSK116) own preferential voting systems Lesson Body:
vote explored in the - Introduce students to the concept of preferential voting and first-past-the post
ballots using an lesson. voting system and compare the two.
online website. (Objective 1) - The concept of fairness will be explored in relation to the two voting systems 4x Pack of
(secret ballot). lollies
Weebly Online - Students will be asked to vote for their favourite sweets and observe the
portfolio will be Ballot box,
counting method for the preferential voting system. Promote informed voting
used as a ballot paper
summative by trying the different sweets.
assessment. A - Students create preferential voting ballots using an online website. Online ballot
photo of the - A group will demonstrate the preferential voting and counting using the paper
individually ballot papers they created. generator
created ballot https://getvoti
paper will be Key understanding:
taken and - The preferential voting method is fairer than first-past-the-post voting /ballotpaper
uploaded on system. The person with the most votes in the first counting does not always
each student’s equate to winning the election.
- Voting equates to voicing one’s opinion.
(Objective 2)
- Complete a mini reflection on Plicker to self-assess how much content
Plicker –
students have grasped. reflection
- Think, pair and share to tell their peers one thing they have learned that https://www.
lesson about the voting system.
- Written reflection: What is the main difference between preferential and first- library
past-the-post voting system.

Limited: These students will be given visual cues of the voting system and place
them into groups with students who understand the concept. When creating their
ballot paper, they can have less candidates for easier counting.
Extension: Students who need an extension on the topic will be asked to create a
ballot paper with more candidates and calculate the winner.

Justify why Introduction:

Term 1 Why people work people work Formative - Play a film from ‘Doctor Who’ season 11 episode 3 – (Rosa Park Seat
Week 9 in groups to together to assessment – protest)
achieve their aims protest against Reflective - Discuss the episode, let the students know this episode is set in the 1950s in Video Clip
and functions, and oppressive journal: students
exercise influence, social issues. write in their
such as volunteers reflective - How did it make you feel?
who work Design a protest journals at the - Was the lady committing a crime? Why/why not?
in community plan to protest end of the - Inform students about the protesting that took place after Rosa Parks was
groups (e.g. rural against a social lesson. arrested, other people of colour refused to travel in busses and the transport
fire services, issue that is (Objective 1) revenue was decreasing significantly.
emergency services relevant to the - Discuss what ‘social issue’ means.
, youth groups) students. Weebly Online
(ACHASSK118) portfolio will be Lesson Body:
used as a The teacher will show an example of a protest action plan to the students and talk
summative them through it.
assessment. Students are asked to create their own protest plan to protest against a social issue
Students will within schools in small groups. Things to include:
take a - Why this social issue is unfair to some people?
screenshot of - What can students do immediately to take action towards this social issue.
their canvas Brainstorm
poster and post Some topics can include: tool:
it on their online - No school uniform needs to be worn at school https://www.c
- Boys and girls should wear gender equal clothes
- NAPLAN should not be conducted as a form of assessment. Create poster
After deciding on the topic, students can use Spiderscribe to help with https://www.c
brainstorming ideas. Students can now collate this information and put this in
the protest action plan on Canvas, presented on an online poster.
Explicit skill: teach students how to take a screen shot.
Students will share their protest plans they created with their groups. They will also
upload their posters on their online web portfolios.

Limited: These students will work on more straight forward topics that are easier to
formulate ideas such as the ones mentioned above.
Extension: These students will work on more elaborate topics that can be related to
school or on a broader social issue such as gender inequality in pay etc.