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Unit Duration
Possibly 3x40 min lessons per week
for 3 weeks.
Year
5
Unit Overview
Part 1: This unit will focus on an investigation of the Australian colonies and its people. Students w
significance of an individual in shaping a colony in the 1800s. Students will be able to describe the
their particular colony, articulating the outcomes and timelines of events. This can be displayed via
Part 2 of this unit students will reflect on and articulate their understanding of life in the 1800s thro
Aboriginal or settler via a written letter.
(Based on prior knowledge of My Place ABC Colonial History TV Series)
Learning Outcomes
Australian Curriculum - History
Focu
Cross Cu
Aboriginal & Torres St
culture
Asia & Australias eng
Sustainability
Elaborations
investigating the contribution or significance of an individual or group
to the shaping of a colony in the 1800s (for example groups such as
explorers or pastoralists; or individuals such as Blaxland, Lawson and
Wentworth, G.J.Macdonald, Elizabeth and John Macarthur, Caroline
Chisholm, Saint Mary Mackillop, Peter Lalor, James Unaipon)
exploring the motivations and actions of an individual or group that
shaped a colony
General Capabilities
Literacy
Numeracy
ICT
Critical & creative thinki
Ethical behaviour
Personal & social compe
Intercultural understandi
Historical Skills
Chronology, terms and concepts
Learning Experiences
Learning Sequence
1&2
Engage
Intro
Historical
Investigation
Focus on Individual of
choice 3 / 4
Explore / Explain
Focus on Timeline
and collecting data
Learning Sequence
5/6
Investigative Skills
Learning Sequence
7/8
Teaching Strategies
1.
2.
3.
4.
5.
1. Complete design
Diorama/Mobile
2. Continue and complete
Adjustments for
needs of
Learners
Where
appropriate, use
graphics to
communicate and
support text
If appropriate read
questions or text
to student
Use scaffolding to
help student
reach next level ie
a list of web sites
or printed
information to
scaffold research,
research
scaffolding
questions
Provide
collaborative
groups where
needed
If requested and
appropriate, offer
to record oral
responses to
questions
Give feedback in
a familiar and
comfortable
setting
Identify strategies
for achieving
competence in the
future
Use feedback as
a learning
opportunity
applied learning
and connect to
the Real World
Use of home
language
Collaboration in
learning (sense of
community)
Allow for indirect
questioning
Culminating activity/presentation of student work
See attached assessment rubric
Type of assessment
Formative.
Peer assessment
Summative
Students Depth of
research on Historic
individual
Students
engagement/participation
levels in group discussion.
Students engagement and
participation levels in
group work
Students completion of
Diorama/Mobile and letter
Summary of findings/
Content knowledge
When it will be
assessed
Formative assessment
will be conducted
throughout each lesson
focusing on students
engagement levels,
contribution to research
and content
knowledge.
Peer assessment will
be conducted
alongside teacher
summative assessment
on the final task.
Marking criteria will be
in the form of
assessment rubric.