EDUC4726 ASSIGNMENT 3 Student ID 2185162
WHERE WE ARE IN PLACE AND TIME
Central Idea: Defining moments and significant events Inquiry HASS Unit
in history help shape nations. Year 5
School Context
Woodcroft College is an independent, coeducational, day school that
consists of students from Reception to Year 12 as well as the recent
introduction of an Early Learning Centre (Woodcroft College, 2021).
The school is Anglican with a focus on an all-round education in a
Christian environment (Woodcroft College, 2021). Woodcroft College
is situated in Morphett Vale, a low to medium socio-economic area
with varying family dynamics (Australian Bureau of Statistics, 2020).
Six percent of students across the school have a language background
other than English (ACARA, 2021).
Alana Henderson
Key concepts: Causation, Perspective, Change
Related concepts: colonisation, conflict, migration
Class Context
The class consists of 30 students with a balanced gender mix. The data
collected at the beginning of the year indicated a large range of ability
in English amongst the students, which impacts student’s ability to read
and research. This data was collected through a range of tests outlining
four students who require additional support with English and one
student who requires extension. These tests helped to indicate one
student who specifically needs help with comprehension due to a
language delay. It is important to support these students throughout the
inquiry process to read information and comprehend what they are
reading. It is also important to allow opportunity for the extension
student to further their learning through the inquiry process.
Throughout the class there is cultural diversity as well as various family
dynamics, with separated parents, step-parents and single parent
families. It is also important to note there are three students with
dyslexia, one with diagnosed anxiety, one with ADHD and one with a
language delay in social communication.
EDUC4726 ASSIGNMENT 3 Student ID 2185162
CURRICULUM LINKS

History and Geography

- The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107)
- The impact of a significant development or event on an Australian colony (ACHASSK108)
- The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
- The role that a significant individual or group played in shaping a colony (ACHASSK110)
- The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places
(ACHASSK112)
- The environmental and human influences on the location and characteristics of a place and the management of spaces within them
(ACHASSK113)

Inquiry and Skills

- Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
- Sequence information about people’s lives, events, developments and phenomena using a variety of methods including
timelines (ACHASSI097)
- Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)
- Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable
effects (ACHASSI104)
- Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital
representations and discipline-specific terms and conventions (ACHASSI105)
ACHIEVEMENT STANDARD

By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of
change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past.
Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people
and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on
the characteristics of places and environments.

Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They
examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and
trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected
phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using
basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose
action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using
discipline-specific terms and appropriate conventions. (ACARA, 2021).

Pedagogical approach, underpinning theories, and instructional strategies

What approach and strategies will be used to deliver this unit of work?

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Pedagogy
This unit is designed under a constructivist pedagogy, having a student-centred approach to learning. A constructivist pedagogy follows three key
principles: learners are active participants in their learning, learners are self-regulated and social interaction is necessary for effective learning
(Duchesne & McMaugh, 2019). This pedagogy is evident throughout the unit as learning is focused on a student-centred approach with students
inquiring into different significant events in Australia’s history. Students work towards becoming self-regulated learners, constructing and
monitoring their own learning through their KWL chart and Inquiry Planning Booklets (Duchesne & McMaugh, 2019). Opportunity is provided
through reflection of learning for them to engage with metacognition, thinking about their own thinking and learning, facilitating self-regulation
(Duchesne & McMaugh, 2019). Social interaction with peers and teachers is acknowledged by both Piaget and Vygotsky as being significant in
cognitive development (Duchesne & McMaugh, 2019). Throughout the unit students will work collaboratively as a class and in small groups to
assist each other in there learning and developing their Primary Years Program (PYP) skills.

Inquiry Approach
A constructivist pedagogy is further supported throughout the unit through inquiry learning. Inquiry learning promotes students-directed learning
as students construct their own knowledge (Reynolds, 2018). Through inquiry learning students begin to understand the world they live in,
looking at the way it is constructed (Reynolds, 2018). The teacher works with the students to develop learning together, supporting student
directed learning (Reynolds, 2018). This is evident throughout the unit as the teacher models the inquiry process to the students, introducing them
to different approaches to research, recording notes, including different perspectives and presenting. The teacher guides students through a series
of activities linking what they already know to further inquiry (Reynolds, 2018). The inquiry assignment follows an inquiry sequence as students
frame and focus questions, locate, organise and analyse information through research as well as evaluate, synthesise and report through their
presentations (Reynolds, 2018). In the final lesson there is also a discussion on informed action as well as a reflection on the inquiry process
(Reynolds, 2018).

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Blooms Taxonomy
This unit also incorporates Blooms Taxonomy framework through the integration of six cognitive processes.
 Remember
 Understand
 Apply
 Analyse
 Evaluate
 Create

(Armstrong, 2010)

Strategies used throughout unit

- KWL chart
- Class discussion
- Small group work
- Reflection
- Modelling
- Word wall
Online learning - OneNote

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Throughout the unit OneNote will be used allowing students to engage with their learning at home, have easy access to tasks and resources and
work collaboratively on their inquiry projects.
PRIMARY YEARS PROGRAM (PYP) CONNECTIONS

PYP CONCEPTS
 Form
 Function
 Causation
 Change
 Connection
 Perspective
 Responsibility
 Reflection

Through this unit of inquiry students will explore the PYP concept’s function, causation, change, connection, perspective, responsibility and
reflection.

(International Baccalaureate Organisation, 2009)

PYP SKILLS
PYP focuses on students developing a conceptual understanding and constructing meaning. There is an emphasis on inquiry and the skills students

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
require for inquiry. Through this inquiry students will explore majority of the PYP skills listed below. These skills are transferable across all
subject areas and life outside of school.
(International Baccalaureate Organisation, 2009)
Thinking Skills Self-Management Skills Social Skills Communication Skills Research Skills
- Acquisition of - Gross motor skills - Accepting - Listening - Formulating questions
knowledge - Fine motor skills responsibility - Speaking - Observing
- Comprehension - Spatial awareness - Respecting others - Reading - Planning
- Application - Organisation - Cooperating - Writing - Collecting data
- Analysis - Time Management - Resolving conflict - Viewing - Recording data
- Synthesis - Safety - Group-decision making - Presenting - Organising data
- Evaluation - Healthy lifestyle - Adopting a variety of - Non-verbal - Interpreting data
- Dialectical thought - Codes of behaviour group roles communication - Presenting research
- Metacognition - Informed choices findings

AITSL Standards Tfel Links

1.1, 1.2, 1.3, 1.5, 1.6 Domain 1: 1.1, 1.2, 1.3, 1.4 (excursion to migration museum), 1.5, 1.6
2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Domain 2: 2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4, 3.5, 3.6 (after each lesson and the whole unit), 3.7 Domain 3: 3.1, 3.2, 3.3, 3.4
(Portfolio/at home learning) Domain 4: 4.1, 4.2, 4.3, 4.4

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
4.1, 4.2, 4.3, 4.4, 4.5
5.1, 5.2, 5.3, 5.4, 5.5
ASSESSMENT

Type of Assessment The Assessment Recording of Assessment Information gained from Assessment
Diagnostic Assessment Quiz: https://digital- The Quiz results will be The quiz and KWL chart will provide an
classroom.nma.gov.au/l recorded/printed and placed in insight into student’s prior knowledge of
earning- assessment folder. historical events that have helped shape
modules/colonial- Australia.
australia-defining- The KWL chart will be accessed
moments-1788- using OneNote and a collation of This data and responses will be used to
1900/what-do-you- student’s responses will be made. place students in inquiry project groups –
know-about-australian- ensuring mixed levels of readiness in each
history group.
KWL Chart: What do
you think you know
about defining moments
and significant events
that have shaped
Australia?
Formative Assessment - Tasks 1 and 2 Observations and anecdotal notes Through these formative assessments the

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Creating research will be made throughout the unit to teacher will gain an understanding of
questions record student’s engagement and students grasp on inquiry processes
- Using graphic learning in these tasks. (creating questions, researching, taking
organisers notes etc.). Specifically, student’s ability to
- Creating an Impact The graphic organisers, research read information, interpret it and present it
Poster questions and impact posters will be in an engaging way (Impact Poster).
KWL chart: What collected by teacher to analyse and Through formative assessment the teacher
have you learnt about record student’s understandings. will be able to identify challenges students
defining moments and have (through observation and anecdotal
significant events that notes) that can be addressed as a class or in
shaped Australia? small groups/one on one when the inquiry
process begins.
Summative Assessment Inquiry Group Project The Inquiry Group Project will be The summative assessment will identify
- Presentation marked against the rubric students understanding of defining and
- Written work constructed in collaboration with significant events that have shaped
- Inquiry booklet students. Australia. It will also identify students
inquiring abilities as well as their abilities

Engagement Cards Engagement cards will be collected to engage with their peers’ presentations.
at the end of the presentation lesson. The Inquiry Group Project will explore the
units content descriptors.

CROSS CURRICULUM PRIORITIES

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Aboriginal and Torres Strait Islander Histories and Asia and Australia’s Engagement with Sustainability
Cultures Asia
Exploring the history and culture of Aboriginal and Looking at Australia’s connection with Looking at the way Australia was affected
Torres Strait Islander people prior to colonisation and Asia, specifically China during the Gold environmentally due to colonisation and
the effects of colonisation. Rush. Exploring Chinese migration to how it changed the way Country was
Australia. looked after.
GENERAL CAPABILITIES
Literacy Numeracy Information Creative and Critical Personal and Ethical Intercultural
and Thinking Social Understanding Understanding
Communicatio Capabilities
n Technologies
(ICT)
 Text  Engaging  Communicat  Inquiring into how  Self-  Colonialism/In  Understanding
knowledge - with time ing with ICT Australia was awareness vasion Australian
Knowledge eras – date – OneNote, impacted/changed through  Looking at the Indigenous
presentation. and collaboratio by the migration group work, reasons behind cultures and
 Grammar timelines n space and of people. positively colonisation history.
knowledge –  Interpreting shared  Analysing interaction and discussing  Understanding
through note statistical resources. information and and the ethics British history
taking and information  Investigating generating ideas. collaborating behind what and its influence
research – data of with ICT  inquiring into with others happened on Australia.
processes. migration to -digital defining and  Self-  Discussing the

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

 Word Australia resources significant management massacres of

knowledge – and search moments in through Indigenous
unit engines. Australian history independent Australians.
vocabulary.  Creating and how they have work
 Comprehendi with ICT – shaped Australia.  Social
ng text – using awareness –
looking at a PowerPoints appreciating
variety of , videos and diverse
representation other digital perspectives
s of methods to on migration
information present  Self-
through the knowledge. management
inquiry skills –
process. opportunity
to use
leadership
skills in
group work
and work
collaborative
ly.

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Extension
Extension in general – 1 student
Students at higher readiness from pre-
assessment – TBD
Students will be extended through the use of
mixed readiness (and ability) group work.
Allowing students at a higher readiness level to assessment – TBD
be a leader within their group. Students will be
able to extend their own learning through the
creation of their inquiry/research questions.
Prompt students who require extension to
create more complex questions.
Alana Henderson
DIFFERENTIATION
Support
Dyslexia – 3 students
Severe language disorder/English as an
additional language – 1 student
Needs support in general – 1-2 students
Students at earlier readiness from pre-
Students will be supported through the use of
mixed readiness (and ability) group work. This
will allow students to support each other
through the learning process.
Students will be allowed to use text to speech
to assist them with their research. Mrs.G (SSO)
will also be available to assist students through
the inquiry process. Support students to find
websites/books that are comprehendible for
their level of readiness.
When students are working productively in
their groups the teacher can circle the class and
work one on one with students where required.
Additional time may also be given to students
Behaviour/Classroom Management
- Expectations of student’s behaviour will be
outlined at the begging of the unit. –
specifically, when working in pairs/groups
- Students will be seated in specific seats to
ensure there is mixed ability/readiness
across a table group – as group work is
consistent throughout the unit.
- Presentations – audience expectations will
be outlined before presentations.
- Go for gold will be utilised to reward
positive behaviour and work ethic. –
motivation in the classroom
Air balloon – class reward system will also be
used.
EDUC4726 ASSIGNMENT 3 Student ID 2185162
to complete work as well as assistance in
planning.
Option to write or type notes throughout
inquiry process.

FEEDBACK/REFELCTION ACROSS THE UNIT

Verbal Feedback Self-reflection Final Rubric – Written Feedback
Verbal feedback will be given throughout the Students will reflect on their learning at the Students will receive feedback on their
unit in response to: end of the unit, recognising their strengths and summative assessment through a highlighted
- Answers to questions challenges. Thinking about what they will do rubric and additional notes. These notes will
- Addressing misconceptions/support areas differently in their next inquiry unit. include two positive points and one
identified from formative assessment improvement suggestion.
STUDENT RESOURCES ACROSS THE UNIT

Resources can be provided on OneNote to assist students with their Inquiry Unit
Websites – Research
https://digital-classroom.nma.gov.au/learning-modules/colonial-australia-defining-moments-1788-1900 (Interactive and provides prompt
questions)
https://sydneylivingmuseums.com.au/stories/why-were-convicts-transported-australia (secondary and primary resources)
https://kids.britannica.com/ (Comprehendible information for most students)
https://migration.history.sa.gov.au/
https://www.abc.net.au/btn/classroom/ned-kelly/12851394 (Ned Kelly)
https://www.abc.net.au/btn/classroom/eureka-stockade/10529206 (Eureka Stockade)

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
https://education.abc.net.au/home#!/media/2153105/eureka-stockade.htm (Eureka Stockade)
https://education.abc.net.au/home#!/topic/495292/gold-rush.htm (Gold Rush)
https://www.nma.gov.au/defining-moments/resources/overland-telegraph (Overland telegraph)
ABC Education resources – videos and prompting questions.

Books
Young Dark Emu by Bruce Pascoe

Learning maps
https://app.creately.com/diagram/igoohaL2kzC/edit

LESSONS (All double lessons)

WEEK 1 (TERM 1 WEEK 10)

LESSON 1 – UNIT INTRODUCTION

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND ACHASSK107 I-pads
Students will understand the reasoning ACHASSK109 OneNote Learning forum
behind convicts coming to Australia. ACHASSK110 Weblinks:

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
KNOW ACHASSK112 Quiz
- Students will know who the first ACHASSK113 https://digital-classroom.nma.gov.au/learning-
convicts to Australia were and why ACHASSI095 modules/colonial-australia-defining-moments-1788-
they came. ACHASSI099 1900/what-do-you-know-about-australian-history
- Students will know the effects of the
First Fleet on Australian Indigenous Task 1
people. https://digital-classroom.nma.gov.au/learning-
DO modules/colonial-australia-defining-moments-1788-1900
- Students will explore resources.
- Respond to questions using research Task 2

they have explored. https://digital-classroom.nma.gov.au/defining-

moments/first-fleet-arrives-sydney-cove

KWL Template (Appendix 1.1)

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING
Introduction METHODS/ASSESSMENTS
Students will be introduced to the central idea. Pre-assessment: Quiz
Central idea: Defining moments and significant events in history help shape nations. This will determine student’s prior knowledge around
Class discussion the central idea and Australia’s history before federation.
- What might this mean?
- Can you think of any significant events that shaped Australia? Online learning through OneNote
OneNote Learning Tasks and links will be easily given on OneNote. The

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Students will be introduced to the OneNote forum where they can assess links to
resources, be assigned tasks and collaborate with other students throughout the
unit.
Explain: What a KWL chart is and how we will use it across the unit.
- They will have the opportunity to fill in the first column of their KWL chart
(Appendix 1.1). They will continue to fill in this chart throughout the unit.
Pre-assessment
- Students will undergo a pre-assessment quiz
Quiz: https://digital-classroom.nma.gov.au/learning-modules/colonial-australia-
defining-moments-1788-1900/what-do-you-know-about-australian-history
Explore resource
Tasks will be given on OneNote for students to complete.
Task 1 (independent)– https://digital-classroom.nma.gov.au/defining-moments/first-
fleet-arrives-sydney-cove view website and record 3 interesting facts that are
important to know.
Task 2 (table group)–
https://digital-classroom.nma.gov.au/defining-moments/first-fleet-arrives-sydney-cove
Read through 1788 – Exile or Opportunity and answer the following questions.
1. Who were the first convicts and why were they transported to Australia?
2. Who was Australia’s fist Governor and what was their role?
Alana Henderson
teacher can view student’s responses to the questions.
KWL Chart
K – What do you think you know about defining
moments and significant events that have shaped
Australia?
Having students fill out this second of their KWL chart
at the start of the unit will allow the teacher to identify
any prior knowledge they have as well as any
misconceptions they might have.
W- What do you want to know about defining moments
and significant events that shaped Australia?
Having students fill this column in at the end of lesson
one will allow the teacher to gain an understanding of
aspects of the topic that students are interested in. It will
allow for teaching moments and exploration based on
student’s interest.
L – What have you learnt about defining moments and
significant events that shaped Australia?
Filling out this column will allow students to reflect on
what they have learnt this lesson and record it.
EDUC4726 ASSIGNMENT 3 Student ID 2185162
3. In what ways are the Australian Indigenous population (Aboriginal people)
affected? Word Wall
Start word wall – allowing a place for students to refer to
Conclusion throughout the unit. Highlighting key words and
KWL chart definitions of new/important terminology.
Students are to add to column two (W)of their KWL chart indicating what they would
like to learn throughout the unit. They will also add anything they have learnt this Blooms Taxonomy
lesson into the L column. (remember/understand/apply)
Highlight central idea and introduce key concepts what will be explored. Discuss any
key words or new terminology discovered in the lesson.

WEEK 2 (TERM 2 WEEK 1)

LESSON 2 - LEARNING HOW TO RESEARCH

(Primary and Secondary resources)
LEARNING INTENSIONS CURRICULUM LINKS RESOURCES
UNDERSTAND I-pads
Students will understand the usefulness of ACHASSK109 Weblinks
primary and secondary sources in ACHASSK113 https://www.youtube.com/watch?v=cpP9B29Ny4M
research. ACHASSI095
Students will understand there were ACHASSI098 https://www.youtube.com/watch?v=o1og03RKuhU
multiple factors that lead to convicts ACHASSI099
coming to Australia. https://sydneylivingmuseums.com.au/stories/why-were-

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
convicts-transported-australia
KNOW
- Students will know there was a lot of
poverty and overcrowded cities in Images of Britain
Britain. (Appendix 2.1)
- Students will know convicts came to
Australia due to overcrowded prisons. Question sheet
- Students’ what primary and secondary (Appendix 2.2)
sources are.
DO
- Students will be able to find primary
and secondary sources.
Students will be able to draw information
from primary and secondary sources.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

Introduction METHOS/ASSESSMENTS
Explain: Through this unit you will be inquiring into different events that define
Australia and have shaped it into what we know today. This lesson we will focus on Scaffolding
researching. Modelling – Model the use primary and secondary
sources and how to draw information from them.
Research Tool Kit Teach vocabulary – Explicitly teach what primary and

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
There are two different types of sources that can tell us about the past, these are called secondary sources are before exploring them, to assist
primary and secondary. with students understanding.
Watch: https://www.youtube.com/watch?v=cpP9B29Ny4M Discussion (class/group/pair) – allowing students to
discuss their ideas. Allowing students time to process
https://www.youtube.com/watch?v=o1og03RKuhU information and bounce off of each other.
Visual aids – Using a graphic organiser to allow students
Class discussion: room to answer questions and work collaboratively.
What is a primary source?
First-hand account of an event or time period. Could be a photograph, letter, Class Discussion
newspaper article, painting etc. Class discussion within this lesson provides opportunity
What is a secondary source? for students to grapple new ideas (primary and secondary
A secondary source talks about the past but is created after the event or time period. resources). It allows students to draw on the explicit
This is in the form of textbooks, biographies, encyclopedias, books and websites. teaching and generate their own ideas.

Write definitions on board and add to key terminology word wall/tool kit.
Explain: Through your inquiry unit you should use both primary and secondary
resources.
Exploring Primary and Secondary sources
Within table groups students explore these images of Britain prior to colonisation
(Appendix 2.1).
Small Group Work
Small group work is utilised throughout this lesson with
opportunity for students to verbalise their ideas and
feelings through exploring the images of Britain. This
task allows students to engage with multiple perspectives
and ideas that their group members bring to discussion.
It also encourages students to be active seekers in
understanding and interpreting the images.

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Group discussion:
While looking at these images record your answers to these questions– by group KWL Chart
appointed scribe (Appendix 2.2) Allow students to revisit and add anything they learnt
- Describe what is happening in these images? from the lesson. Building their knowledge bank.
- Does this look like a safe place to live? Is this somewhere where you would like to
live? Word Wall
- What does this show about the living condition in Britain at the time? Add primary and secondary (definitions and examples)

Prompt further if needed: to word wall.

- Was it clean?
- Was it crowded? Blooms Taxonomy
(remember/understand/apply/analyse)
- Does everyone look happy and comfortable?

Class discussion: Each group shares something that they noticed.

What type of resource are these images?
Primary.

Explicit teaching: Primary resources give us a good insight into the life of the people
living in a particular time era. This resource allows us to see the harsh living
conditions in Britain at the time. It is clear there was a lot of poverty and Britain was
very overcrowded. This helps us understand the reasoning behind crime rates
increasing which lead to overcrowding in prisons resulting in the transportation of

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
prisoners to Australia.

In pairs/three explore
https://sydneylivingmuseums.com.au/stories/why-were-convicts-transported-australia

Questions
- Is this a primary or secondary resource? (secondary)
- Is it a reliable resource? Why/why not? (think about what you learnt from Mrs.
Guy in your library research session)
In your pair/three record down three pieces of information from the website to answer
the question:
Why did convicts came to Australia?

Class discussion
Why are secondary resources important? (tell us facts, give a summary of what
happened)
What information did this secondary source tell us that the primary source did not?
Did it confirm what we thought?

Finding examples of primary and secondary sources

In your table group you need to find one primary resource and one secondary resource

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
on why convicts came to Australia.

Think about:
Is your source reliable? Why/why not?

Class discussion
Groups share some of the resources they found, what information you gained from it,
if is a primary or secondary resource and if they think it is reliable.

Conclusion
Recap on definitions of primary and secondary resources and list examples of each.
Refer to words and definition on word wall. Add any new information to KWL chart
on OneNote file.

LESSON 3 – CREATING RESEARCH QUESTIONS AND RECORDING RESEARCH

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND Learning Maps
Students will understand the purpose of ACHASSK108 https://app.creately.com/diagram/igoohaL2kzC/edit
creating research questions. ACHASSK109
Students will understand the experiences ACHASSK113 Graphic organiser templates – A3 size
of convicts. ACHASSI094 (Appendix 3.1)
ACHASSI095

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
KNOW ACHASSI098
- Students will know how to effectively ACHASSI105
use online search engines.
- Students will know how convicts were
transported to Australia.

DO
- Students will be able to effectively use
search engines.
- Students will be able to create research
questions.
- Students will be able to analyse the
reliability of a website.
Students will be able to record information
using a range of graphic organisers.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

Introduction METHOS/ASSESSMENTS
Recap: Assessment – Formative
What is a primary resource? Observations – creating research questions. Collective
What is a secondary resource? graphic organisers.
Why did convicts come to Australia?

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
Repetition
Knowing your topic Repetition is used to reiterate knowledge learnt in the
Later in the unit you will be randomly placed in groups to do an inquiry project. Over previous lessons.
the next few lessons, we will be looking at how to research your given topic. Within
your groups you will be given a topic related to the central idea: Defining moments Scaffolding
and significant events in history help shape nations. Each topic is a defining moment in Modelling – Model different ways students can
Australia’s history. For my example I will be looking at convicts and their migration to effectively use search engines to find information. This
Australia. will provide them with the skills they need to
independently research for their inquiry project.
Creating Research Questions
A research question is a question that a research project sets out to answer. For Small Group Work
example, in our last lesson we explored why convicts came to Australia? This is a Using small group work in this lesson allows students to
great example of a research question. be less reliant on the teacher and more reliant on their
To create research questions, we should think about who, what, where, why and how. own abilities. It provides opportunity for students to
This question looked at the why. Can we think of other research questions around the work on a task that may be too complex to be undertaken
topic of convicts? by an individual.
Examples:
- How did the convicts get from Britain to Australia? Class Discussion
- Where were they sent to when they arrived in Australia? Class discussion within this lesson allows students to
(write questions on board) draw on their prior knowledge of recording research and
express their knowledge to the class. It also allows for
different perspectives on recording research to be shared

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
Searching the web across the class.
Once we know our topic and our research questions, we can begin our research. What
would we put into a search engine to help us answer these questions? KWL Chart
Allow students to revisit and add anything they learnt
Key words and quotations from the lesson. Building their knowledge bank.
We should type in key words.
- Convicts Blooms Taxonomy
- Convict transportation (remember/understand/apply/analyse)
To make our research more specific use quotation marks, this keeps words together
when you search them.
“Convict transportation”
This gives you less results but more specific results on the information you are trying
to find.

Typing in the question

Typing your research question can be a starting point for your research. Be mindful
that not all the websites that come up will relate to the answers you are trying to find.

Where to look
What type of websites will help us find information about the past (history)?
- Museum Websites

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
- National Geographic
- Encyclopedia – Britannica
- ABC Education
- Behind the News (BTN)

Recording Information – Taking Notes

Class Discussion
What are some ways you have taken notes in the past?
What do we think the best way to take notes is?

- Answer the research question

- Dot point key information
- Paraphrase – write information in your own words
- Separate your notes under each research question
- Use a graphic organiser

Model: Types of graphic organisers

Visual Aid: https://creately.com/blog/diagrams/types-of-graphic-
organizers/#Types_of_Graphic_Organizers
- Learning map (similar to a mind map) – show handwritten and using online
program https://app.creately.com/diagram/igoohaL2kzC/edit

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Cluster diagram – similar to a learning map, create subtopics relating to your
research question. Grouping information together. Sub-heading example
‘Transportation’.
- Lotus diagram – breaks the research down into a grid.
- Table – Simple table with research questions at the top. (the one you used for your
Adaptions Inquiry).

Activity – Taking Notes

Teach table group will be given a graphic organiser and one of the brainstormed
research questions to answer. As a group they will research their question and take
notes using the graphic organiser.
(Appendix 3.1)
Encourage students to think about how they are taking notes.
Students will then rotate graphic organisers and research a different question. (Do this
a couple of times depending on time)

Conclusion
Collect graphic organisers.
How did you take notes (paraphrase, dot point etc)?
Which graphic organiser did you find easiest to use?
Fill out your KWL chart.

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
What did you learn today? (About researching and about convicts)

WEEK 3 (TERM 2 WEEK 2)

LESSON 4 – INDIGENOUS PERSPECTIVES AND THE 101 ON PRESENTING

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND ACHASSK107 I-pads
The importance of including an ACHASSK109 Weblinks on OneNote:
Indigenous perspective. ACHASSK112 https://kids.britannica.com/kids/article/Indigenous-and-
ACHASSK113 European-Contact-in-Australia/629074
Students will understand how to ACHASSI095
effectively present information to the ACHASSI099 Impact posters (Appendix 4.1)
class. ACHASSI104
ACHASSI105 Paper and textas
KNOW
NOTES
- Students will know what an
Resources and some prompting questions
Indigenous perspective means.
in this lesson were drawn from
- Students will know the effects of
Teachstarter.
colonisation on Indigenous people.
- Students will know different modes
This lesson is designed so it can be split
they can present their research in.
into two single lessons.
DO

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Students will be able to take notes
from secondary resources.
- Students will be able to present
information they have read.
- Students will be able to brainstorm
presentation ideas.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

Introduction METHOS/ASSESSMENTS
Outline to students that they need to include Indigenous perspectives in their
assignments. Assessment – Formative
Impact poster – identify students’ ability to
Class Discussion: express/reiterate/explain information they have read to
What do I mean by Indigenous perspectives? their peers.

Including information from Indigenous people’s point of view and/or the effect the
event (groups topic) had on Australian Indigenous people.
Engage – watch: https://www.youtube.com/watch?v=TX0jOfxjPQ8
Class discussion Questions:
Small Group Work
Small group work within this lesson enhances student’s
achievement and retention activating multiple sensory
systems and executive functions as students strive to
communicate their knowledge. Group work also
encourages cooperation among students understanding

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
and respecting their peers’ strengths and limitation. This
 How did the Aboriginal and Torres Strait Islander people live before the arrival
task allows students to work with their peers’ strengths,
of the First Fleet?
if a student is a talented drawer allow them to put their
 How did the arrival of the First Fleet change the way the Indigenous people
skills to work. If a student is a great communicator allow
lived?
them to present the poster to the class.
 How has the treatment of and respect towards Aboriginal people
improved since 1788? How can this continue to improve?
Class Discussion
Class discussion at the beginning of this lesson allows
students to draw on their prior knowledge and
Go to OneNote and look at the provided link for this week
experience thinking critically about what an Indigenous
https://kids.britannica.com/kids/article/Indigenous-and-European-Contact-in-
perspective might mean. Discussions around the video
Australia/629074
and secondary research allows students to generate their
own ideas and see how their ideas relate to other
Read through/speech to text the webpage and note down three points to describe the
student’s ideas. Class discussion helps learners to learn
Indigenous perspective when the British arrived in Australia.
while also providing the teacher with an insight into the
learner’s way of thinking.
Class Discussion:
- Ask students to share what they found
KWL Chart
- Write responses on the board
Allow students to revisit and add anything they learnt
from the lesson. Building their knowledge bank.
Point out kid Britannica is a great resource to use in their assignments.

Blooms Taxonomy

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
Activity: (remember/understand/apply/analyse/evaluate/create)
- Table groups will be given a post on the impact of colonialism on Aboriginal and
Torres Strait Islander peoples. (Appendix 4.1)
- Within their groups students will study the impact – read through sheet (possibly
conduct additional research)
- As a group, students will make a poster to explain the impact to their classmates
(key word/points, images etc.)
- Once students have finished a representative from each group will share their
impact poster to the class.

Highlight - A poster is one way you can present your research for your assignment.

Assignment Presentation
For your group assignment you will be required (have to) present to the class your
research. With a speech or notes prepared of what you are going to say as well as a
visual presentation PowerPoint/poster etc.

There are a few important things you need to think about when presenting to the class
– watch video: https://www.youtube.com/watch?v=8IbheB2-ixM

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
What important points did the students in the video make/what do you think is
important to remember when presenting your research?

Brainstorm as class - Ways to present

What are some ways you can present your research to the class?
- PowerPoint
- Prezzi
- Video (i-movie)
- Speech
- Poster
- Role play
- Play – a scene (Characters are people you came across in your research)

Conclusion
 Allocate groups and research topics.
 Recap on the importance of including Indigenous perspectives.
 Consider how you might present your research.
 Students at to KWL chart.

LESSON 5 – INTRODUCTION INTO INQUIRY PROJECT

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
LEARNING INTENSIONS CURRICULUM LINKS RESOURCES
ACHASSK107 I-pads
UNDERSTAND ACHASSK108 Rubric template (Appendix 5.1)
Students will understand what they are ACHASSK109 Inquiry Planning Booklet (Appendix 5.2)
expected to do for their group inquiry ACHASSK110
project. ACHASSK112
ACHASSK113
KNOW ACHASSI094
- Students will know how to record their ACHASSI095
resources. ACHASSI098
- Students will know what to include in ACHASSI099
their inquiry project.

These content descriptors will be

DO
explored through student’s
- Students will be able to create
inquiry/research.
inquiry/research questions.
- Students will be able to plan their
inquiry projects.
- Students will be able to research
around their inquiry topic.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
Introduction
- Students seated in their assignment groups
Developing the rubric
Create rubric as class – bring up the empty rubric on board in OneNote classroom.
(Appendix 5.1).
Top of the rubric has outstanding, highly competent, competent and developing.
(Students are familiar with this rubric layout).
Ask students: What do you think you think is important to include in this assignment?
- Use prompting questions and hints to push students towards:
 Introduction (How do you start your presentation?)
 Main points – answering inquiry questions
 Conclusion (How do you end your presentation?)
 Secondary resources
 Primary resources
 Bibliography (Should you record where you found the information?)
 Relation to central idea (Why are we doing this project?)
 Engaging (How do we stop the audience from being bored in our
presentations?)
 Participation from all group members (Is one person going to do all the work?)
 Time (How long should your presentation go for?)
Alana Henderson
METHOS/ASSESSMENTS
Creating the Rubric Together
Creating the rubric as a class gives students a sense of
ownership over what they need to include in their
assignment. It also provides opportunity for intrinsic
motivation as students set their own expectations. It
makes it easier to hold students accountable for their
work as they helped create the expectations. Involving
students in the rubric making process also gives students
a concrete understanding of what is expected and how to
reach certain benchmarks.
Scaffolding
Modelling – Modelling how students are to record their
resources gives them a clear example and provides them
with the skills to create a bibliography.
Small Group work
Students are to work in their project groups from here on
out. These groups are designed with a clear focus on
student directed learning as they inquire into their given
EDUC4726 ASSIGNMENT 3 Student ID 2185162
 Indigenous perspectives (Who’s perspectives should be included?) topic. Using small groups allows for direction but not
- Have students explore the units content descriptors and encourage them to draw intrusion from the teacher. It creates opportunity for
from these to create the rubric. students to learn time management skills in planning the
- Be open to all students’ suggestions (do not need to include all these points above project timeline. Through group work students will be
– focus on inquiry questions). able to tackle complex concepts together and learn from
- What will the chosen criteria look like at each level? each other’s strengths. It will also allow students to look

- Finalise rubric as a class. at learning/information from different perspectives.

Introduce Inquiry Planning Booklet (Appendix 5.2) Blooms Taxonomy

- Walk through each page (remember/understand/apply/analyse/evaluate/create)

- Point out main inquiry question needs to link to the units central idea “Defining
moments and significant events in history help shape nations.”
- Subcategories are based around inquiry questions – what students are going to
research.
- Presentation – there has to be a written aspect that can be displayed as well as a
presentation to the class however students have some liberty on how they do this.
- Bibliography - Reminder to record your resources
 Briefly touch on plagiarism.
 Model: record – resource type (website/book), title/name (book name or
website title), author/company (author of the book or website creator). Record
weblinks for websites too in OneNote.

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
 Model – website: Website, Indigenous and European Contact with Australia,
Encyclopaedia Britannia Inc.
 Model – Book: Book, Young Dark Emu A Truer History, Bruce Pascoe.
- Project tracking calendar – as a group, students will create goals of when they will
complete parts of the assignment.

Create inquiry/research questions

- To begin working on their group inquiry project students will be encouraged to
create their inquiry questions and begin diving out roles/questions to group
members.
- They will also be encouraged to plan, using their project tracking calendar.

Project Time
- Students will begin working on their projects.
- Move around the room answering any questions students have/unpacking any
misconceptions that arise.

Conclusion
Check in – How confident do you feel about beginning this project? (5 fingers – 5-
super confident, 4 – Pretty confident, 3 – pretty good but have some questions, 2 – not
so good, 1- not confident at all).

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Answer any pressing questions.

WEEK 4 (TERM 2 WEEK 3)

LESSON 6 - RESEARCH

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

ACHASSK107 I-pads
UNDERSTAND ACHASSK108 Rubric - completed (Appendix 5.1)
Students will understand the intentions ACHASSK109 Inquiry Planning Booklet (Appendix 5.2)
behind their research. ACHASSK110 Graphic organisers (Appendix 3.1)
ACHASSK112
KNOW ACHASSK113
Students will know about their inquiry ACHASSI094
topic. ACHASSI095
ACHASSI098
DO ACHASSI099
- Students will be able to research their
These content descriptors will be
inquiry topic.
explored through student’s
- Students will be able to record the
inquiry/research.
information they discover through
research.

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

METHOS/ASSESSMENTS
Research lesson  Small Group Work
- Check in with each group – asking each student what they are working on/their
goal for this lesson.
- Check students use of graphic organisers (Appendix 3.1) – using one that suits
their group or individually.
LESSON 7 - RESEARCH

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND ACHASSK107 I-pads
Students will understand the intentions ACHASSK108 Rubric – completed (Appendix 5.1)
behind their research. ACHASSK109 Inquiry Planning Booklet (Appendix 5.2)
KNOW ACHASSK110 Graphic organisers (Appendix 3.1)
Students will know about their inquiry ACHASSK112
topic. ACHASSK113
DO ACHASSI094
- Students will be able to research their ACHASSI095
inquiry topic. ACHASSI098
- Students will be able to record the ACHASSI099

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
information they discover through These content descriptors will be
research. explored through student’s
inquiry/research.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

- Check in with each group – How is their research progressing? (they want to have METHOS/ASSESSMENTS
most of their research completed by the end of this week)  Small Group Work
- Address any questions students have. Blooms Taxonomy
(remember/understand/apply/analyse/evaluate/create)
WEEK 5 (TERM 2 WEEK 4)

LESSON 8 – RESEARCH AND PLAN PRESENTATION

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND ACHASSK107 I-pads
Students will understand the intentions ACHASSK108 Rubric – completed (Appendix 5.1)
behind their research. ACHASSK109 Inquiry Planning Booklet (Appendix 5.2)
KNOW ACHASSK110 Graphic organisers (Appendix 3.1)
Students will know about their inquiry ACHASSK112
topic. ACHASSK113
DO ACHASSI094

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Students will be able to research their ACHASSI095
inquiry topic. ACHASSI098
- Students will be able to record the ACHASSI099
information they discover through
These content descriptors will be
research.
explored through student’s
- Students will be able to collate their
inquiry/research.
research.
- Students will be able to plan their
presentation.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

- Students are to continue with research if they have not answered all their research METHOS/ASSESSMENTS
questions.  Small Group Work
- Encourage students to plan/write/develop their presentations. Blooms Taxonomy
(remember/understand/apply/analyse/evaluate/create)
LESSON 9 – PLAN AND PRACTICE PRESENTATION

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND ACHASSK107 I-pads
Students will understand the intentions ACHASSK108 Rubric – completed (Appendix 5.1)
behind their research. ACHASSK109 Inquiry Planning Booklet (Appendix 5.2)

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162
KNOW ACHASSK110 Graphic organisers (Appendix 3.1)
Students will know about their inquiry ACHASSK112
topic. ACHASSK113
DO ACHASSI094
- Students will be able to collate their ACHASSI095
research. ACHASSI098
- Students will be able to plan their ACHASSI099
presentation.
- Students will be able to practice their
presentation.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

- Students will be encouraged to complete their research and collate it to form their METHOS/ASSESSMENTS
presentations  Small Group Work
- Students will be allowed to work outside or in the study rooms to practice their Blooms Taxonomy
presentations. (remember/understand/apply/analyse/evaluate/create)
- Remind students they will only have the weekend and contract time on Monday
before they present next Tuesday.
WEEK 6 (TERM 2 WEEK 5)

LESSON 10 – PRESENTATIONS

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
LEARNING INTENSIONS CURRICULUM LINKS RESOURCES
UNDERSTAND ACHASSK107 I-pads
Students will understand how the defining ACHASSK108 Engagement cards (Appendix 6.1)
moments and significant events in history ACHASSK109
explored in this inquiry helped shape ACHASSK110
Australia. ACHASSK112
KNOW ACHASSK113
Students will know the defining moments ACHASSI094
and the significant events in history that ACHASSI095
shaped Australia before federation. ACHASSI098
DO ACHASSI099
- Students will be able to present their ACHASSI104
research on their inquiry topic. ACHASSI097
- Students will be able to answer their ACHASSI105
inquiry/research questions.
- Students will be able to engage their
peers in their presentation.
- Students will be able to learn from
their peers’ presentations.

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING
Outline expectations METHOS/ASSESSMENTS
What should you be doing when a group is presenting?
- Listening etc. Assessment – Summative
Engagement cards (Appendix 6.1) Engagement Cards
Explain to students that after each presentation they will fill in an engagement card. The Engagement cards are designed to see what
- Write three things you learnt from the presentation information students learn from their peers and student’s
- Answer – How did this event help shape Australia? ability to connect the ideas presented to the to the central

- A thought they had after the presentation idea.

Presentations/Written work

Presentations The presentation will indicate student’s ability to inquire

Students will present in this order: as well as students understanding into significant
historical events that have shaped Australia.

 First people/Indigenous communities

Blooms Taxonomy
 First fleet/Convict
(remember/understand/apply/analyse/evaluate/create)
 Ned Kelly
 Gold Rush
 Eureka Stockade
 Overland telegraph
 Marino sheep
 Rabbits

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EDUC4726 ASSIGNMENT 3 Student ID 2185162

After each presentation students will have the opportunity to ask the presentation
group questions and fill in an engagement card.
Conclusion
Written/visual presentations will be displayed in chorological order after the
presentations.
- Collect engagement cards

LESSON 11 - REFLECTION

LEARNING INTENSIONS CURRICULUM LINKS RESOURCES

UNDERSTAND ACHASSI104 Inquiry Planning Booklet (Appendix 5.2)
Students will understand how they learnt
through the inquiry process.
Students will understand how their
knowledge can be applied in the future.
KNOW
- Students will know their strengths and
challenges.
- Students will know what to do
differently in their inquiry projects.
DO

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
- Students will be able to reflect on the
inquiry process.
- Students will be able to reflect on their
presentation.

LESSONS ACTITIVITES AND LEARNING PROGRAM PEDAGOGICAL STRATEGIES AND LEARNING

METHOS/ASSESSMENTS
Introduction – Reflection
Students will reflect on their inquiry presentation/project filling out the final page of Reflection
their Inquiry Planning Booklets. Having students reflect on their own learning provides
opportunity for metacognition as students think about
Class Discussion Question: How can the knowledge you have gained from this their own thinking and learning. They become aware of
inquiry be applied in the future? their strengths and challenges, allowing them to create
plans for their future learning.
- Provide students with their marked rubrics.
- Have them reflect on what they received, with their group – reading through the Class Discussion
comments provided. Class discussion is used in this lesson to unpack a
- Answer any questions students have. complex question/idea. Allowing students to work off

- Allow students to add and share their KWL charts. each other answers and share ideas on how their learning
can be transferred into the future/world.

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
Conclusion
Walk through timeline of student’s projects. KWL Chart
Allow students to revisit and add anything they learnt
from the lesson. Building their knowledge bank.
Blooms Taxonomy
(analyse/evaluate)

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
Reference List
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching.

Retrieved [9th April] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-

taxonomy/

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2021). HASS.

Retrieved from AC: Australian Curriculum:

https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-

sciences/hass/?

year=12101&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&

capability=ignore&capability=Literacy&capability=Numeracy&capability=Informat

ion+and+Communication+Technology+%28ICT

%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal

+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultur

al+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Island

er+Histories+and+Cultures&priority=Asia+and+Australia

%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true

&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2021, March 23).

Woodcroft College, Morphett Vale, SA. My School.

https://www.myschool.edu.au/school/49795

Australian Bureau of Statistics. (2020, March 23). 2016 Census QuickStats. Australian

Bureau of Statistics.

https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/qui

ckstat/SSC40917?opendocument

Duchesne, S., & McMaugh, A. (2019). Educational Psychology: For Learning and Teaching.

(Ed.6). Cengage Learning Australia.

Alana Henderson
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International Baccalaureate Organisation. (2009). Making the PYP happen: A curriculum

framework for international primary education. International Baccalaureate.

Killen, R. (2016). Effective Teaching Strategies. (Ed.7). Cengage Learning Australia.

Teach Starter Pty Ltd (2021, March) . Teaching & educational resources Practical tools for

busy teachers. TeachStarter. https://www.teachstarter.com/

Woodcroft College. (2021, March 23). Introduction: Our College. Woodcroft College.

https://www.woodcroft.sa.edu.au/our-college/about/introduction

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APPENDIX

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Appendix 1.1

K W L
What do you think you know about What do you want to know about What have you learnt about
defining moments and significant defining moments and significant defining moments and significant
events that have shaped Australia? events that shaped Australia? events that shaped Australia?

Appendix 2.2

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Appendix 2.2

Describe what is happening in these Does this look like a safe place to live? What does this show about the living
images? Is this somewhere where you would like condition in Britain at the time?
to live?

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EDUC4726 ASSIGNMENT 3 Student ID 2185162

Appendix 3.1

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EDUC4726 ASSIGNMENT 3 Student ID 2185162

Co nvic ts

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Co nvic ts

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To p ic : Co nvic ts

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Co nvic ts

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Appendix 4.1

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Appendix 5.1

Outstanding Highly competent Competent Developing

. .

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EDUC4726 ASSIGNMENT 3 Student ID 2185162
Appendix 5.2

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EDUC4726 ASSIGNMENT 3 Student ID 2185162

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

Alana Henderson
EDUC4726 ASSIGNMENT 3 Student ID 2185162

Appendix 6.1

INQUIRY PRESENTATIONS – ENGAGEMENT CARD

Name: Topic:

Three things I learnt from this presentation:

1.
2.
3.

How did this event help shape Australia?

A thought I had after this presentation:

Alana Henderson