Level 5/6 Humanities (Inquiry Unit): Issues on the Victorian Goldfields.

Assessing knowledge, understanding and skills from the Victorian Curriculum.

Inquiry Stage &

Learning Intention

Planned Learning Experiences

Resources &
Assessment

NOTE: before beginning, students need to know unit topic, that they will participating in an
excursion to Sovereign Hill and that they will be producing, in groups, a presentation of their
choice to showcase their learning, viewed by their family and friends.

Tuning In
Activity 1: 1hour

The Sovereign Hill gold rush What do we know? What do we want to know?

Learning Intention:
To recall and record prior
knowledge and identify
future learning needs
regarding the 1850s
Victorian gold rushes.

Think, Ink, Pair, Share

Individually, students record five things that they know about the topic.
In pairs, students share thoughts and develop a new list of the five most
interesting facts known between them.
Pairs share their list with the class.
KWL Chart
Add the interesting facts to the what I know column.
Students brainstorm things that they do not know and/or would like to learn,
which is recorded in the what I want to know column.

4.2 Organisation of classroom activities

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> KWL Chart template electronic or hand written

Formative pre-assessment
Graphic Organiser: KWL
chart determine prior
knowledge.

Finding Out
Activity 2: 2hours
Learning Intention:
To source and analyse
primary sources from the
Victorian gold fields,
determining their
usefulness and reliability.

4.2 Organisation of
classroom activities

Analysing primary sources from the gold fields what can they tell us?
Analysing artworks (incorporating technology)
In pairs, students locate an artwork depicting the Victorian gold fields of the
1850s using the National Library of Australia website.
Student analyse artwork determining usefulness and reliability, using the key
questions listed below.
Students summarise the information and produce a sentence that expresses an
opinion about the goldfields.
Students share their sentences with the class, constructing a whole class list.
Analysing quotes
Individually, students read the quotes from the Golden Literature handout,
selecting one quote they find most interesting.
Student analyse the quote, determining usefulness and reliability using the key
questions listed below.
In pairs, students summarise their findings into one sentence making a general
comment about the Victorian gold fields.
Students share their sentences with the class, constructing a whole class list.
Key Questions:
o What is happening in this picture and how do we know this?
o What is the main message, theme or idea you get from this picture?
o This picture is useful for studying things like (usefulness)
o This picture would not be useful for studying (usefulness)
o Is this picture historically accurate? Why / Why not? (reliability)
NOTE: lists of statements/opinions produced will become possible focus topics for
further research and students final presentations.

4.1 Supporting student participation through implementing differentiation students

produce their own focus topics for further exploration and discovery.

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> National Library of

Australia website
http://trove.nla.gov.au/gene
ral/australian-pictures-introve
4.5 Safe and appropriate
use of ICT in the
classroom.

> Golden Literature

quotes from the goldfields
research notes for primary
schools PDF
http://education.sovereignh
ill.com.au/media/uploads/S
ovHill-literature-notesss1.pdf
(created and provided by
Sovereign Hill Education)

Formative assessment
Work samples student
written responses
assessing historical skill
VCHHC083.
Do students have adequate
understanding in order to
effectively apply the skill
during the excursion?

Activity 3: 1hour

Developing key ideas from our Victorian gold field statements.

Placemat
Learning Intention:
In groups, students are given a large piece of paper (a placemat) which reads
To brainstorm and
one of the student produced statements from previous activities. Each group has
generate ideas around
a different statement.
issues/opinions/statemen
ts regarding the Victorian Each student has their own section of the placemat to record their individual
gold fields.
ideas or decisions regarding the statement.
Students share and discuss all ideas recorded, and reach a consensus on one
set of key ideas.
The key ideas are shared with the class and discussed further.

> Placemat template with

pre-printed statement pens/pencils.
Formative assessment
Work samples student
completed placemats,
looking for evidence of
standards: (VCHHK090)
(VCHHK091) (VCHHK092)
(VCHHK095) (VCHHK096)
(VCHHC087).

4.2 Organisation of classroom activities

Sorting Out
Activity 4: 1hour

Developing a research proposal.

Learning Intention:
To complete a research
proposal that explains
the groups intentions,
motivations and desired
direction of learning.

NOTE: Students must now be in final presentation groups teachers discretion as

to how groups are formed.
De bonos Thinking Hats
Groups will agree on a theme to study. Students choose from the student
produced statements or additional list constructed by the teacher. Ideas include:
o You had to be touch to survive the diggings
o The goldfields was no place for a woman
o The Chinese werent always welcome on the goldfields
o 1850s fashion was completely inappropriate for the goldfields
o There was no time for fun on the goldfields
(These suggestions provided by Sovereign Hill Education)

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> Student produced list of

statements and additional
list of options constructed
by teacher.
> Research proposal
handout pens/pencils.
> Sovereign Hill online
interactive map
http://www.sovereignhill.co
m.au/tour/index.html
4.5 Safe and appropriate
use of ICT in the
classroom.

4.1 & 4.3 Student participation is encouraged through allowing students to have a say
in assessment criteria and defining different levels of achievement. Having students
define appropriate work levels and acceptable behaviour whilst working on the project
is an effective preventable measure of challenging behaviour.

Going Further
Activity 5: 1hour
Learning Intention:
To develop an
assessment rubric that
displays the expectations
of students for
completing the project.

Students discuss their opinions on the theme using de Bonos thinking hats and
agree on how they will present their project (short film, PowerPoint, artwork,
illustrated story book, documentary etc.)
Students will complete the Research Proposal handout.
Proposals must be discussed with the teacher for approval.

Creating an assessment rubric.

Students list the elements of a good excursion and subsequent project.
As a whole class and with teacher guidance, students fill out the assessment
rubric template, brainstorming what makes a one, two or three star performance
for each element.

Formative assessment:
Observation student
cooperation and team work
(VCPSCSO032).

> Assessment rubric

template.
Formative assessment
Assessment rubric
reflective tool to guide and
focus student development

Students should refer to and use the rubric to guide them through the learning
process. They will also individually complete the rubric on project completion as a
form of reflection and summative self-assessment.

4.1 & 4.4 Using learning environments outside the classroom to engage students.
Allowing students to explore their choice of topics on the excursion utilises differentiated
instruction and encourages full participation. Safety measures and legislative
requirements will need to be adhered to when taking students off the school grounds.

Making connections
Activity 6: Day trip
Learning Intension:
To deepen student
content knowledge about
the Victorian gold fields
in a hands on and
engaging environment.
To practice historical
skills by researching and
collect evidence that will
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> All students should be

provided with a map of the
site practising
geographical skill
VCGGC090.

The excursion to Sovereign Hill.

Students should participate in the many educational opportunities provided at

Sovereign Hill further information on their website.
Free time must be allocated so project groups can collect information relevant to
their project. Students are encouraged to collect evidence (recordings, photos,
notes etc.) that will strengthen their argument.

> Any devices students

have chosen to help them
document/record evidence
found camera, video
recorder, sounds recorder,
pen and paper etc.
Formative assessment

help construct a
considered
argument/point of view.

Curriculum standards addressed: (VCHHK090) (VCHHK091) (VCHHK092) (VCHHK095)

(VCHHK096) (VCHHC083) (VCHHC084) (VCHHC086) (VCHHC087) (VCHHC090)

Activity 7: 1hour

Reflecting on the excursion.

4.2 Organisation of classroom activities

Learning Intention:
To reflect on the
Sovereign Hill learning
experience by recording
new knowledge and
understanding in the
form of a narrative.

Narrative writing
As a whole class, students reflect on the excursion and brainstorm the things
they did, sore and learnt.
Individually, students write a narrative about their learning experience. They
should be prompted to consider the following questions in their writing:
o What new things did you learn about life on the gold fields in the 1850s?
o Where any of the ideas/opinions you had before the excursions
reaffirmed/strengthened?
o Have any of your ideas/opinions changed since the excursion?
o What new information did you find that will help strengthen your final
project piece?
o Overall, did you enjoy your learning experience? Why/why not?

Activity 8: 2hour

Exploring and comparing evidence about your theme.

Learning Intentions:
To locate and compare
additional sources with
those discovered and
documented at
Sovereign Hill in order to

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In their project groups, students reflect on the sources and evidence found at
Sovereign Hill, comparing them with additional sources located elsewhere.
Students should be encouraged to use a variety of avenues to locate their
additional sources.
Students should have opportunity to re consider the assessment rubric and
determine current levels of achievement.

Observation group
collaboration and team
work (VCPSCSO032).

> Writing books and

pens/pencils
Formative assessment
Work sample student
narratives, looking for
evidence of standards:
Humanities:
(VCHHK090) (VCHHK091)
(VCHHK092) (VCHHK095)
(VCHHK096) (VCHHC084)
(VCHHC086) (VCHHC087)
(VCGGC087)
English (writing):
(VCELA350) (VCELA351)
(VCELA352).

> Notes / evidence

collected during the
excursion.
> Computers/tablets,
books etc. that will allow
students to search for
additional evidence.

further strengthen their

argument.

Formative assessment
Observation group
collaboration and team
work (VCPSCSO032).
Assessment rubric
complete by students

Taking Action
Activity 9: 4hours

The presentation.

Learning Intentions:
To create and present a
presentation that depicts
a considered argument,
showcasing student
content knowledge and
skill development.

Students will work in their groups to put together their research and information
and construct their argument/final product in their chosen format.
Students will present their arguments/final product to an audience of their peers,
family and friends, whether it is a live performance or the display of a piece of
work.
4.1 Student engagement is heightened when their work is to be
showcased to a real audience. Allowing students to choose their
presentation form encourages full student participation.

> Any available resources

students wish to use to
present their final product.
Summative assessment
Observation student
cooperation and team work
during production process
(VCPSCSO032).

Final product/presentation,
looking for evidence of
standards: (VCHHC083)
(VCHHC084) (VCHHC086)
(VCHHCO87) (VCHHK090)
(VCHHK091) (VCHHK092)
(VCHHK095) (VCHHK096)

Official grading is recorded

on assessment rubric
(teacher version) rubric
takes into consideration all
evidence of student
learning throughout the
unit as well as their final
piece of work.

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Reflecting
Activity 10: 30min
Learning Intention:
To reflect on the entire
learning experience.

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Reflecting on the learning experience.

Students are given the opportunity to reflect on their learning though the entire
unit.
The KWL chart from activity 1 should be completed by students sharing what
they have learnt about the 1850s Victorian gold rush and recording it in the final
what I have learnt column of the graphic organiser.
Students should each complete the assessment rubric they created in activity 5,
reflecting on and assessing their own learning, development and contribution to
their project.

Summative assessment
Assessment rubric
completed by student and
teacher
KWL chart completion of
what I have learnt.
Both strategies assessing
standards: (VCHHC083)
(VCHHC084) (VCHHC086)
(VCHHCO87) (VCHHK090)
(VCHHK091) (VCHHK092)
(VCHHK095) (VCHHK096)
(VCPSCSO032)

Page 8 of 8