Unit

Website
Essential
Question
Understandings

Humanities History: Colonial Australia (10 week

term)
http://shenayabdulovski.weebly.com
How did an Australian colony develop over time and
why?

investigating colonial life to discover what life was

like at that time for different inhabitants (for
example a European family and an Aboriginal or
Torres Strait Islander Language group, a convict
and a free settler, a sugar cane farmer and an
indentured labourer) in terms of clothing, diet,
leisure, paid and unpaid work, language, housing
and childrens' lives'. (Victorian curriculum and
assessment authority, n.d).

mapping local, regional and state/territory rural and

urban settlement patterns in the 1800s, and noting
factors such as geographical features, climate, water
resources, the discovery of gold, transport and
access to port facilities that shaped these patterns
(Victorian curriculum and assessment authority,
n.d).

Investigating the impact of settlement on the

environment (for example comparing the present
and past landscape and the flora and fauna of the

Shenay Abdulovski 4236905

Year Level
Authors

Year 5

Shenay Abdulovski

local community) (Victorian curriculum and

assessment authority, n.d).

Thinking
Tools/focus
questions

What do we know about the lives of people in

Australias colonial past and how do we know?
How did an Australian colony develop over time and
why?
How did colonial settlement change the
environment?
What were the significant events and who were the
significant people that shaped Australian colonies?
(Victorian curriculum and assessment authority,
n.d).

Resources
Numeracy

Literacy
-

Books (fictional and non-fictional)

Pictures/photos
Important people, events and
places
Historical terms

Shenay Abdulovski 4236905

Timelines of major events

Important dates

Other
(eg - ICT, Excursion, Incursion ideas)
- Camp: Excursion to national
museum
- YouTube videos
- Films on colonial Australia.
- Websites to help extend on
knowledge
- Range of technologies

Rationale / Philosophy
Rationale:
The purpose of this unit is to allow children to fundamentally develop new ideas and expand on their existing knowledge and
skills to think critically, compare and contrast new learnings and teachings. Colonial Australia allows children to explore
new meanings, define new terms, have a deeper understanding of people, place and events and how colonisation has
developed over time and what that meant to the environment before and after settlement. Choosing this unit has enlightened
and given me confidence in being able to prepare lesson plans for a unit of work in a topic I was not very familiar with, where
I have found different types of materials, resources and activities to engage, explore, explain, elaborate and evaluate new
ideas and interests.
Howard Gardners theory of multiple intelligence explores and explains how all children learn differently, by using different
resources to encourage and engage students in the learning, according to Helding (2009, p. 193), children learning differently
from one another, therefore it is important to explore new ways of learning using a range of materials to include all students
participation. John Deweys understanding of childrens imaginations led me as a teacher to explore new possibilities, where
some lessons are student directed as they become responsible for their own learning and achievements. According to Weible
(2015, p. 81), imagination participates in its construction and execution as a key component. Allowing children to explore
ICT allows for children to use all sorts of imagination as the students search videos, websites, articles, pictures and more.
Philosophy:
Every step I take, I learn something new about teaching and learning. Creating this web tool for teachers, students and
parents/guardians to discover, participate has been a highlight as this allows parents to become more involved in childrens
learning and understanding, where parents/guardians can access links to websites, videos and books to expand their childs
critical thinking skills. Many theorists have impacted my teaching philosophy and the way I construct lessons activities and
tasks, as well as the resources and materials included. It is important to me, to use different learning styles to cater for all
Shenay Abdulovski 4236905

children using audio responses, visual cues, reading books, articles and other materials, as well as doing hands on activities
and tasks. Jean Piagets learning theory and cognitive processes has contributed to the way I think, and conduct my lessons
to give all students an opportunity to use their critical thinking to compare and contrast details, new ideas and information,
knowing through action, body orientation, manipulation, and experimentation, (Pallini & Barcaccia 2014, p. 289). Allowing
children to use visual cues, audio responses may help children engage and extend their learning.
John Dewey has also impacted on my teaching philosophy as he discusses using hands on activities to help students learn as
they are manipulating objects and materials. Through cognitive thought, we carefully and experimentally view the actual in
light of a range of potentialities (Cherlin 2014, p. 206). All students have the ability to cognitively develop and further their
learning styles by exploring on the internet, reading books, listening to audios and being hands on in experiences.

e5 Phase : Engage
*Develops shared norms *Determines readiness for learning
*Establishes learning goals *Develops metacognitive capacity
Week

Learning Intentions
What will students
know or be able to do
after the lesson?

Success Criteria
How will you know?
Evidence?

Shenay Abdulovski 4236905

Blooms Taxonomy : Knowledge

Activities/Tasks
AusVELS/Historical
Skills

Assessment
Formative
(Used to inform teaching and
learning during the learning
process, Examples include self
and peer assessment, learning
journals, rubrics etc)
Summative
(Point in time assessment such
as end of unit tests and
assessment tasks)

Week
one

Learning Intentions:
- I will be able to
define the word
colony.
- I can tell
someone a
synopsis of
colonial
Australia.
- I can tell a friend
what is
something new I
learnt.
Success Criteria:
- I can write down
the definition of
colony without
looking at the
dictionary.
- I can summarize
what we learnt
and add new
information to
my preexisting
knowledge.

Shenay Abdulovski 4236905

Lesson 1:
Introducing colonial
Australia
- Grade 5 students are
to write down what
they think colonial
Australia is.
- YouTube video of a
brief introduction to
the topic, colonial
Australia.
- What time frame had
colonial Australia
begun?
- Have a go at writing
a definition of what
colony may means.
- What countries were
involved in shaping
and changing
Australia?
- Using world maps to
have children find
where England,
Europe and Asia are.
(Using world atlas
books)
- Homework task:
unfinished activities
and lessons.

Curriculum content
descriptions
-

The role that a

significant
individual or group
played in shaping a
colony; for example,
explorers, farmers,
entrepreneurs,
artists, writers,
humanitarians,
religious and
political leaders, and
Aboriginal and/or
Torres Strait
Islander
peoples.(ACHHK097
) (Victorian
curriculum and
assessment
authority, n.d)
Use
historical terms and
concepts (ACHHS09
9) (Victorian
curriculum and
assessment
authority, n.d).

Formative Assessment:
- Students are writing
down in their workbook
what their preexisting
knowledge is and what
they now know after
lesson 1 on colonial
Australia.
- Talking to the person
next to them of what
they learnt, and what
they are still unsure of.

Learning Intention:
- I will be able to
think deeply
about what I
have learnt.
- I can tell a friend
what I have
learnt today.

Lesson 2:
Creating a rubric
- Children create their
own rubric.
- Think about what
they know and what
they have understood
from lesson 1, and
write down questions
of what they want to
Success Criteria:
know or need to
- I can think of
know.
questions to write
- Children in small
down to create an
groups discuss what
assessment
they know and what
rubric
they would like to
- I can write more
know.
than six
- Rotate groups for all
questions that I
students to hear all
would like to
peers questions and
achieve by
queries.
answering them
- Homework task:
at the end of
unfinished activities
term.
and lessons.

Shenay Abdulovski 4236905

Curriculum content
descriptions
-

Locate information
related to inquiry
questions in a range
of
sources (ACHHS10)
(Victorian
curriculum and
assessment
authority, n.d).
Children learn to
think more critically
and in-depth to ask
questions and
develop inquiries.
Identify questions to
inform an historical
inquiry (ACHHS100
) (Victorian
curriculum and
assessment
authority, n.d).

Formative Assessment:
- Through observations as
a teacher I would look
for any signs that the
lesson was either
successful or
unsuccessful based on
what the students have
gained knowledge of
and how they have
understood the topic
and the lessons
intention.
- Were many of the
students unsure or
unaware what was
expected of them in the
activity of making their
own assessment rubric?

e5 Phase : Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Week

Learning Intentions
What will students know
or be able to do after the
lesson?

Success Criteria
How will you know?
Evidence?

Shenay Abdulovski 4236905

Blooms Taxonomy : Comprehension

Activities/Tasks
AusVELS/Historical
Skills

Assessment
Formative
(Used to inform teaching
and learning during the
learning process,
Examples include self and
peer assessment, learning
journals, rubrics etc)
Summative
(Point in time assessment
such as end of unit tests
and assessment tasks)

Week
two
and
three

Learning Intention:
Lesson 3:
Curriculum content
Formative Assessment:
- I am able to recall
Migrating from England to
descriptions
- Students are to
important
Australia
self-assess and
Reasons
(economic,
information of
- In what year did
write down at least
political
and
social)
English settlers,
English convicts
five key aspects of
for the establishment
and think about my
migrate to Australia?
this lesson.
of
British
colonies
in
rubric and
- How did the English
- Teacher looks at
Australia
after
answering my
people get to Australia?
what the students
1800. (ACHHK093)
questions.
- What would be a logic
have written and
(Victorian
curriculum
- I am able to list the
way of thinking of how
access what needs
and assessment
important aspects
English settlers
to be changed and
authority,
n.d).
from this lesson.
journeyed to Australia?
modified or
Compare
information
- In small groups discuss
expanded for next
from a range of
Success Criteria:
possible reasons for
lessons.
sources
(ACHHS103)
- I can look at the
migration to a different
- What have the
(Scootle, 2016).
pictures and photos
country.
children learnt and
Students
extend
on
provided and
- Look at different photos
what needs to be
their
thinking
skills
develop critical
of how colonial
revisited.
to explore new ways
thinking by
Australia became and
- Providing feedback
of learning and
observing actions,
discuss with person next
in what students
teaching, in
face features, body
to you what may be
are doing well in,
developing
and
language and
happening in the
and the
increasing
their
ideas
background.
pictures.
improvements that
and raising questions
- I can make
- Students predict
can be made with
as
they
go
along
in
predictions and
questions before
positive criticism.
each lesson.
compare and
watching a YouTube
contrast between
video.
facts and
- Discuss their
assumptions.
predictions in large
groups.
- How long was the

Shenay Abdulovski 4236905

Learning Intention:
- I am able to recall
key aspects of
European settlers
exploring
Australia.
- I can think out the
box by developing
new ideas and
thoughts.
Success Criteria:
- I can compare and
contrast between
Shenay Abdulovski 4236905

journey length?
Location of departure
and arrival of convicts
and travelers.
Developing facts and
adding to preexisting
knowledge and
expanding new ideas
and learnings.
End of lesson reflection
with the person next to
them.
Homework task:
unfinished activities
and lessons.

Lesson 4:
Migrating from Europe to
Australia
- Reading childrens book
You and me: Our
place by Leonie
Norrington and Dee
Huxley.
- What year did people
from Europe travel to
Australia?
- Discuss how they
travelled and what

Curriculum content
descriptions
-

Formative Assessment:
- Students are to
write down six key
The reasons people
facts of European
migrated to Australia
settlement in their
from Europe
journal books.
and Asia, and the
- Whole class talk,
experiences and
asking all students
contributions of a
one thing that they
particular migrant
remember and
group within a
why.
colony.(ACHHK096)
- Teacher looking at
(Victorian curriculum
what students have

English settlers
and European
settlers.
I can recall
important people
and important
dates that are
significant in
developing colonial
Australia.
I can tell a friend
three main aspects
of what I have
understood about
European
settlement in
Australia.

Shenay Abdulovski 4236905

space did they have.

Did they take many
belongings with them?
As a whole class
discussion have each
student stand at the
front and predict why
Europeans voyaged to
Australia.
Writing down their
predictions and writing
the childs name next to
it.
Watch a YouTube video
of Europeans
discovering Australia
and developing colonial
Australia.
Children turn and talk
to the person next to
them and discuss the
video and write down
some important features
in their journal books.
End of lesson reflect in
small groups what they
understood and learnt.
Homework task:
unfinished activities
and lessons.

and assessment
authority, n.d).
Compare information
from a range of
sources (ACHHS103)
(Victorian curriculum
and assessment
authority, n.d).
Students think out
the box, what reasons
or events contributed
Europeans migrate to
Australia?

written and listen

to what they say
when asked to
recall information.

Learning Intention:
Lesson 5:
- I am able to recall
Migrating from Asia to
key aspects of Asia Australia
settlers exploring
- What year did people
Australia.
from Asia migrate to
- I can list and define
Australia?
main points in Asia
- What feelings can you
settlement.
predict that might be
- I can tell my peer
seen or felt?
two facts of Asia
- Watching a video and
settlement and
writing down key notes
development of
and aspects of the video.
colonial Australia.
- Answering questions on
worksheet from the
Success Criteria:
video.
- I can compare and
- Small group discussions
contrast between
of answers.
all three, English,
- How long was the
European and Asia
journey length?
settlement in
- Location of departure
Australia.
and arrival of convicts
- I can recall
and travelers.
important people
- Developing facts and
and important
adding to preexisting
dates that are
knowledge and
significant in
expanding new ideas
developing colonial
and learnings.
Australia.
- End of lesson reflection,
turn and talk to the
person next to you, and
recall two key events.
Shenay Abdulovski 4236905

Curriculum content
descriptions
-

Formative Assessment:
- Students are to
write down six key
The reasons people
facts of Asia
migrated to Australia
settlement in
from Europe and
Australia their
Asia, and the
journal books.
experiences and
- One on one talk,
contributions of a
asking students to
particular migrant
list four facts.
group within a
- Teacher looking at
colony. (ACHHK096)
what students have
(Scootle 2016)
written and listen
Compare information
to what they say
from a range of
when asked to
sources (ACHHS103)
recall information.
(Victorian curriculum
- Providing feedback
and assessment
in what students
authority, n.d).
are doing well in,
Think critically and
and the
deeply about the
improvements that
different type of
can be made with
people settling in
positive criticism.
Australia to form a
colony.

Learning Intention:
- I can use historical
expressions and
thoughts when
describing
important scenes
and events in
colonial Australia.
Success Criteria:
- I can write down
and say six key
facts from English
settlers, European
settlers and Asia
settlers without
looking at books or
research.

Shenay Abdulovski 4236905

Homework task:
unfinished activities
and lessons.

Lesson 6:
Curriculum content
Summative Assessment:
English, European and Asia
descriptions
- Are they students
settlement, forming colonial
meeting the rubric
- The role that a
Australia.
that I have set out
significant
individual
- Of English, European
as a guideline on
or group played in
and Asia settlement,
what students need
shaping
a
colony;
for
who found it the hardest
to know
example,
explorers,
to settle?
- Are the students
farmers,
- What clothing did each
also following their
entrepreneurs,
set of people wear,
rubrics and
artists, writers,
where they different
marking off any
humanitarians,
from each other? Look
questions or
religious
and
political
at the pictures and
enquiries they had
leaders, and
photos.
from the start of
Aboriginal
and/or
- What dangers did all
term until now.
Torres Strait
settlers face when
- Looking at
Islander
leaving their countries
childrens journal
peoples.
(ACHHK097
and migrating to
books, what has
)(Scootle, 2016).
Australia?
been written and
Develop
texts,
- Recall six important
discussed, are they
particularly
factors from English
students each
narratives
and
settlers.
meeting the
descriptions,
which
- Recall six important
essential
incorporate source
factors from European
requirements of
materials
(ACHHS10
settlers.
understanding
5) (Victorian
- Recall six important
colonial Australia?

factors from Asia

settlers.
End of lesson
discussion, with the
person sitting next to
you, tell three facts from
each set of settlers you
have written down.
Homework task:
unfinished activities
and lessons.

e5 Phase : Explain
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curriculum and
assessment
authority, n.d).
Using sources to
develop narratives
(for example reasons
for the establishment
of colonies, effects of
key developments
and events on
colonies, the impact
of significant groups
or individuals on
development)
(Victorian curriculum
and assessment
authority, n.d).

*Presents new content

Week

Learning Intentions
What will students know or
be able to do after the
lesson?

*Develops language and literacy

Blooms Taxonomy : Application

Activities/Tasks
AusVELS/Historical
Skills

Success Criteria
How will you know?
Evidence?

Week
four and
five

Learning Intentions:
- I can use historic
languages to explore
new ideas and
concepts when
learning new
content.
- I will be able to
compare and
contrast what I know
to what I have
learnt.
Success Criteria:

Shenay Abdulovski 4236905

*Strengthens connections

Lesson 7:
Life in Australia before
colonization
- Discuss as a whole
class what students
might predict of who
was on Australias
land before
colonization.
- How did Aboriginals
live their lives in
Australia?
- Discuss how
Australia was only
known as New

Assessment

Formative
(Used to inform teaching
and learning during the
learning process,
Examples include self and
peer assessment, learning
journals, rubrics etc)
Summative
(Point in time assessment
such as end of unit tests
and assessment tasks)
Curriculum Content
Formative Assessment:
Descriptions:
- Through
- The role that a
observations of
significant
childrens work in
individual or group
their journals.
played in shaping a
- Seeing students
colony; for
rubric and what
example, explorers,
has been ticked off
farmers,
at this stage of the
entrepreneurs,
term, and what
artists, writers,
questions still need
humanitarians,
to be answered or
religious and
revisited.
political leaders,
- Collecting students
and Aboriginal
work and

I can discuss
important facts and
details about life
before colonization in
whole class or small
group talks.
I can recall the vital
parts of the content
with resources to
back up what I think
and say.

Learning Intention:
- I can search the
internet to find
websites that have
actual facts about
colonial Australia.
Shenay Abdulovski 4236905

Holland and New

South Wales.
Watch a YouTube
video of
understanding what
life may have been
like for Aborigines
before colonization.
What clothing did
the Aborigines
wear?
Discuss in small
groups pictures and
photos of life before
colonization.
Draw a map or
picture of what life
may have been like
before settlement.
Homework task:
unfinished activities
and lessons.

Lesson 8:
Life in Australia after
migration
- What changed for
the Aboriginal
people when the

and/or Torres
Strait Islander
peoples.(ACHHK09
7) (Victorian
curriculum and
assessment
authority, n.d).
Locate information
related to inquiry
questions in a
range of
sources (ACHHS10
2) (Victorian
curriculum and
assessment
authority, n.d).

Curriculum Content
Descriptions:
- The reasons people
migrated to
Australia from
Europe and Asia,

displaying around
the classroom.
Providing feedback
in what students
are doing well in,
and the
improvements that
can be made with
positive criticism.

Formative Assessment:
- One on one talk
with the students
and asking them
questions based on
the rubric that I

I am able to do a
short presentation
with adding
references and
support to what
evidences I find.

Success Criteria:
- I am able to write
down for my personal
knowledge what I
have learnt and
gained from my
research
- I am able to explore
new ideas and ways
in critically thinking
and developing an
understanding in
defining and listing
new information.

Shenay Abdulovski 4236905

English, Europeans
and Asia settlers
colonized Australia?
Was there war or
battles between the
Aborigines and new
settlers on
Australian land?
What changes may
have been applied to
the way of living?
Did the settlers take
over the lands?
Using the internet,
research websites to
comply a short
presentation in
small groups and
presenting your
findings to your
peers.
End of lesson
reflection, what
information did I
find out? Are my
knowledge and skills
helping me with my
rubric questions?
Homework task:
unfinished activities
and lessons.

and the
experiences and
contributions of a
particular migrant
group within a
colony.(ACHHK096
) (Victorian
curriculum and
assessment
authority, n.d).
Identify points of
view in the past
and
present (ACHHS10
4) (Victorian
curriculum and
assessment
authority, n.d).
Identifying the
different motives
and experiences of
individuals and
groups in the past
(for example the
reasons people
migrated to
Australia and their
diverse
experiences)
(Victorian
curriculum and

have made, and

questions from
their rubrics to see
their level of
understanding.
Ask the students to
recall five vital
materials they have
learnt from what
they have
researched on the
web.
Observing the way
students interact
with the tasks and
lessons.

assessment
authority, n.d).
Learning Intention:
- I can research using
books, internet,
videos, and
pictures/photos to
find facts of other
aspects affected by
colonization.
- I can use my
imagination to
explore, develop and
extend on ideas when
researching.
Success Criteria:
- I can confidently talk
about my findings of
what else colonial
Australia did to
other living things.
- I can use different
resources to find
relevant information
and facts.

Shenay Abdulovski 4236905

Curriculum Content
Lesson 9:
Summative Assessment:
Descriptions:
Colonial Australia
- Are they students
The
nature
of
contributing to other
meeting the rubric
convict
or
colonial
factors
that I have set out
presence, including
- What did colonial
as a guideline on
the
factors
that
Australia do to other
what students need
influenced patterns
living or non-living
to know
of
development,
organisms
- Are the students
aspects
of
the
daily
- Other than people,
also following their
life of the
what did
rubrics and
inhabitants
colonization do to
marking off any
(including
animals, plants,
questions or
Aboriginal
Peoples
fields, housing.
enquiries they had
and
Torres
Strait
- Using a range of
from the start of
Islander Peoples)
different materials,
term until now.
and
how
the
resources and ideas,
- Looking at
environment
explore how these
childrens journal
changed.
(ACHHK
changes were either
books, what has
094)
(Victorian
beneficial or
been written and
curriculum and
harmful.
discussed, are they
assessment
- Partner with the
students each
authority, n.d).
person next to you,
meeting the
Use
a
range
of
choose a topic and
essential
communication
find whether
requirements of
forms (oral,
colonization
understanding
graphic,
written)
improved the matter
colonial Australia?
and digital
or made it worse.
- Are children

Create a poster with

your partner by
printing out
information and
pictures on the
issue, and reference
the source.
End of lesson
reflection; write
down three key facts
of your searched
topic in your
journals workbook.
Homework task:
unfinished activities
and lessons.

technologies
(ACHHS106)
(Victorian
curriculum and
assessment
authority, n.d).
Using sources to
develop narratives
(for example
reasons for the
establishment of
colonies, effects of
key developments
and events on
colonies, the
impact of
significant groups
or individuals on
development)
(Victorian
curriculum and
assessment
authority, n.d).

developing and
extending their
critical thinking in
comparing and
contrasting
between
preexisting
information and
new information?

e5 Phase : Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Shenay Abdulovski 4236905

Week

Learning
Intentions
What will students
know or be able to
do after the lesson?

Success Criteria
How will you know?
Evidence?
Week
six and
seven

Learning Intention:
- I can name
and list
important
people that
lead a colony,
landed on
parts of
Australia.
- I can list the
vital dates
and events
that took
place in
colonization
in Australia.

Shenay Abdulovski 4236905

Blooms Taxonomy : Analysing and Synthesizing

Activities/Tasks
AusVELS/Historical
Assessment
Formative
Skills

(Used to inform teaching and

learning during the learning
process, Examples include self
and peer assessment, learning
journals, rubrics etc)
Summative
(Point in time assessment such
as end of unit tests and
assessment tasks)
Lesson 10:
Curriculum Content
Formative Assessment:
Significant events and
Descriptions:
- Students are to selfpeople, place and
- The impact of a
assess and write down at
environment
significant
least five key aspects of
- Discuss and
development or event
this lesson.
research the
on a colony; for
- Teacher looks at what the
important aspects of
example, frontier
students have written
people and events in
conflict, the gold
and access what needs to
times of colonial
rushes, the Eureka
be changed and modified
Australia.
Stockade, internal
or expanded for next
- Using a range of
exploration, the
lessons.
sources find relevant
advent of rail, the
- What have the children
facts of James Cook
expansion of farming,
learnt and what needs to
(1729-1779),
drought. (ACHHK095
be revisited.
Governor Arthur
) (Victorian
- Providing feedback in
Phillip (1738-1814),
curriculum and
what students are doing
Arabanoo (d 1789),
assessment authority,
well in, and the

Success Criteria:
- I can tell a
friend the
important
events such
as Eureka
Stockade, the
gold rushes
and the
frontier
conflict.
- I can tell a
friend the
important
people such
as James
Cook (17291779),
Governor
Arthur
Phillip (17381814),
Arabanoo (d
1789), and
Mary Reiby
(1777-1855)
(Bostos,
2013).

Shenay Abdulovski 4236905

and Mary Reiby

(1777-1855) (Bostos,
2013), and the
important dates
they migrated and
settled.
Explore new ideas
and resources in
finding relevant
facts about the
critical events that
shaped colonial
Australia such as
Eureka Stockade,
the gold rushes and
the frontier conflict.
Discussing what if
scenarios and
providing answers
with a partner and
writing the
scenarios in the
journal workbook.
Videos
understanding key
events, people, place
and environment.
Homework task:
unfinished activities
and lessons.

n.d).
Sequence historical
people and
events (ACHHS09)
(Victorian curriculum
and assessment
authority, n.d).

improvements that can be

made with positive
criticism.

Learning Intention: Lesson 11:

- I can map out Wanted Poster of a person
the important or poster of a major event
information
- Using different
including,
props and materials
people, event
provided, students
and place in
pick either a wanted
colonial
poster or fact poster
Australia
of an event or place
- I am able to
related to colonial
pick a topic to
Australia.
explore new
- Students can work
ways of
either on tables or
learning by
on the floor to
using many
develop their
different
posters.
materials and
- Students then come
resources to
to the front and
make a
present a little
wanted poster
summary of why
or fact poster.
they chose to do
their poster on that
Success Criteria:
particular person,
- I can discuss
event or place.
why I have
- Students are then
chosen to do
able to find a place
my poster on
in the classroom to
a person,
stick their poster up
Shenay Abdulovski 4236905

Curriculum Content
Descriptions:
-

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. (ACHHK09
4) (Victorian
curriculum and
assessment authority,
n.d).
Use a range of
communication forms
(oral, graphic,
written) and digital
technologies
(ACHHS106)
(Victorian curriculum

Formative Assessment:
- Observing childrens
concept maps and
understanding the level
they are at, at this point
of time in the term.
- Asking students one on
one question from the
rubric to extend answers
and information.
- Placing childrens work
up in the classroom giving
children a sense of pride
and accomplishment in
their learning and
achievements.

place or
event.
I can justify
my
knowledge by
comparing
and
contrasting
using concept
and mind
maps to form
and create
new ideas.

Learning Intention:
- I can think
deeply about
what a
convict might
be feeling,
thinking,
expressing
being locked
away for a
crime either
you
committed or
didnt
commit.
Shenay Abdulovski 4236905

proudly.

and assessment
authority, n.d).

Lesson 12:
Curriculum Content
Letter writing to a loved
Descriptions:
one as a convict
- The reasons people
- Students are to
migrated to Australia
create a concept map
from Europe
of different ideas
and Asia, and the
and situations about
experiences and
convicts in colonial
contributions of a
Australia period.
particular migrant
- Students share with
group within a
the person next to
colony.(ACHHK096)
them their ideas and
(Victorian curriculum
thinking when
and assessment
creating the map,
authority, n.d).
and what thought

Summative Assessment:
- Are the students meeting
the rubric that I have set
out as a guideline on
what students need to
know
- Are the students also
following their rubrics
and marking off any
questions or enquiries
they had from the start of
term until now.
- Looking at childrens
journal books, what has
been written and

process did they

Success Criteria:
explore or expand
- I can talk to a
on.
friend to come
- Students are then to
up with ideas
pick a scenario they
of what might
have explored and
convicts be
mapped about to
locked up for
write their letters to
- I can define
a loved one.
and list
(See attachement)
examples of
- End of lesson
convicts from
reflection, students
colonial
in table groups give
Australia.
a quick summary of
what was written.
- Homework task:
unfinished activities
and lessons.

Develop texts,
particularly
narratives and
descriptions, which
incorporate source
materials (ACHHS10
5) (Victorian
curriculum and
assessment authority,
n.d).

discussed, are they

students each meeting
the essential
requirements of
understanding colonial
Australia?
Are children developing
and extending their
critical thinking in
comparing and
contrasting between
preexisting information
and new information?

e5 Phase : Evaluate
*Assess performance against standards
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*Facilitates student self assessment

Week

Learning Intentions
What will students know or
be able to do after the
lesson?

Success Criteria
How will you know?
Evidence?

Week
eight,
nine
and ten

Learning Intention:
- I am able to think
critically and develop
new ways of thinking
and learning to
remember key events
and people that
shaped colonial
Australia.
- I am able to
categorize the correct
dates, events and
people from the early
years to later years
on a timeline.

Shenay Abdulovski 4236905

Blooms Taxonomy : Evaluation

Activities/Tasks
AusVELS/Historical
Skills

Assessment

Formative
(Used to inform teaching
and learning during the
learning process, Examples
include self and peer
assessment, learning
journals, rubrics etc)
Summative
(Point in time assessment
such as end of unit tests and
assessment tasks)
Lesson 13:
Curriculum Content
Formative Assessment:
Timeline of significant
Descriptions:
- Students are to selfevents, people and place
- The impact of a
assess and write
- I can work on my own
significant
down at least five key
to develop a timeline
development or
aspects of this lesson.
that categorizes the
event on a colony;
- Teacher looks at what
major events such as
for example,
the students have
eureka stockade, the
frontier conflict,
written and access
gold rush and the
the gold rushes,
what needs to be
frontier conflict in
the Eureka
changed and modified
colonial Australia in
Stockade, internal
or expanded for next
chronological order.
exploration, the
lessons.
- With the person next
advent of rail, the
- What have the
to you, discuss why
expansion of
children learnt and
you have written your
farming,
what needs to be
timeline with those
drought. (ACHHK0
revisited.

Success Criteria:
- I am able to recall
the important dates
and events when
creating my timeline.
- I can use my notes
and knowledge to
help guide me when
categorizing major
events.
- I can use my notes
and knowledge to
help guide me when
categorizing vital
people in
colonization.

Shenay Abdulovski 4236905

events, people and

places in the
particular order and
compare with their
timeline to see if
events, people and
places are in the
same spot or
different.
As a whole class,
students are to
discuss what they
had as we go along to
find the correct
sequential order for
the important events,
places and people
that shaped and
transformed colonial
Australia.
Homework task:
unfinished activities
and lessons.

95) (Victorian
curriculum and
assessment
authority, n.d).
Sequence historical
people and
events (ACHHS098
) (Victorian
curriculum and
assessment
authority, n.d).
Compiling an
annotated timeline
showing key stages
in the development
of colonial
Australia including
the date of
European
settlement in each
state, the date the
colony was
established, the
date of selfgovernment
(Victorian
curriculum and
assessment
authority, n.d).

Providing feedback in
what students are
doing well in, and the
improvements that
can be made with
positive criticism.

Learning Intention:
- I can listen and
watch the three part
movie, note down the
important facts and
aspects of colonial
Australia.
Success Criteria:
- I can use historical
terms and ideas
when discussing
colonial Australia.
- I can describe the
facts of the past and
present of
colonisation.
- I can summarize six
or more key factors
in all areas of
colonial Australia.

Shenay Abdulovski 4236905

Lesson 14:
Movie day three part
movie
- I will give a quick
overview of what
students need to look
and listen for in part
1- Australia before
British colonisation
(11 minutes), of the
film which talks
about cultures and
Aboriginal people.
- Students are to
answer questions
from part one of the
film before moving
onto part 2.
- Part 2- The first fleet
and colonys early
years (12 minutes)
talks about
establishing a colony.
- Students are to
answer the questions
based on part 2 of the
film.
- Part 3 of the film
Australia in convict
times (13 minutes)
talks about life of

Formative Assessment:
Curriculum Content
- Teacher observations,
Descriptions:
listening to what
- The nature of
questions children
convict or colonial
have critically
presence, including
thought about.
the factors that
- Are students able to
influenced patterns
use their prior
of development,
knowledge to what
aspects of the daily
has been learnt to
life of the
develop and inform
inhabitants
others.
(including
- Work samples and
Aboriginal Peoples
collection from
and Torres Strait
journal workbook and
Islander Peoples)
classroom worksheets
and how the
and activities.
environment
changed. (ACHHK
094) (Victorian
curriculum and
assessment
authority, n.d).
- Use
historical terms an
d concepts (ACHH
S099) (Victorian
curriculum and
assessment
authority, n.d).
- Identify questions

Learning Intention:
- I can take control of
my learning, by
critically comparing
references and
contrasting new
ways of
understanding and
applying
information.
Success Criteria:
- I can use my time in
an efficient manner,
to continue working
on what needs to be
completed.

Shenay Abdulovski 4236905

convicts and
Aboriginal people.
End of lesson
reflection, in small
groups discuss
questions and
answers in regards to
the film.

to inform
an historical
inquiry (ACHHS10
0) (Victorian
curriculum and
assessment
authority, n.d).

Lesson 15:
Curriculum Content
Formative Assessment:
Catch up lesson
Descriptions:
- Children self asses,
- Students who need to
- By the end of year
using their rubrics,
complete any
5 students are
have children
outstanding tasks,
expected to have a
answered their initial
activities or lessons
wide range of
questions from the
have the opportunity
knowledge and
beginning of the unit
to go back to complete
skills of colonial
and have students
what still needs to
Australia.
extended their
done.
- Students can
knowledge and skills.
- Students can revisit
identify the causes
- Teacher assessment,
their work in their
and effects of past
marking off children
journal workbooks.
and present events,
journal workbooks
- While children are
people and
and using the rubric
working, one by one I
experiences of how
created as a guideline
will call up students
change has come to
to assess childrens
and ask for children
the environment.
competent work and
to tell me six
- Sequence historical
efforts.
important facts of
people and

Learning Intentions:
- I can think of queries
and be respectful at
the museum.
- I can look at the
worksheet and
answer the questions
with a positive
attitude towards the
information and facts
of the tour guide.
Success Criteria:
Shenay Abdulovski 4236905

colonial Australia.
Students, who have
finished all their
work, are able to
research on the
internet for more
facts and
understandings of
colonisation.
Students are also able
to draw a map of
settlers moving from
their country to
Australia.

events (ACHHS098
) (Victorian
curriculum and
assessment
authority, n.d).
Use
historical terms an
d concepts (ACHH
S099) (Victorian
curriculum and
assessment
authority, n.d).

Curriculum Content
Lesson 16:
Descriptions:
Camp excursion to
- Identify points of
National Museum of
view in the past
Australia
and
- Students in small
present (ACHHS10
groups discuss and
4) (Victorian
form questions to ask.
curriculum and
- One day camp to
assessment
Canberra, visiting the
authority, n.d).
National Museum of
- Locate information
Australia.
related to inquiry
- Students are too
questions in a
complete worksheets
range of
based on information

Summative Assessment:
- End of unit reflection
- Have children met
the criteria standards
and achieved the
learning needed.
- Looking at evidence
of work samples
collected.
- Providing feedback to
each child on what
they did exceptionally
well, and what the
students can improve

I can respect the

information and facts
given by the tour
guide or from what I
have read.
I can explore new
meanings and
understandings to
develop

and facts given by the

tour guide, and facts
that have been listed
around the museum.
Whole class reflection
of museum
experience and
asking every student
to name one thing
they have learnt new.
Students who are not
able to come to camp,
are to research
similar based
questions using a
wide range of
different resources.

sources (ACHHS10
2) (Victorian
curriculum and
assessment
authority, n.d).
Reasons (economic,
political and social)
for the
establishment of
British colonies in
Australia after
1800. (ACHHK093)
(Victorian
curriculum and
assessment
authority, n.d).

on in future studies.
Assess the way I have
taught my lessons
and activities for next
time.

End of Unit Reflection

Pluses
What worked?
What was successful?
I used different learning
techniques to expand on all
childrens learning and teaching
skills by using a range of visuals,
audios, readings and kinesthetic.

Shenay Abdulovski 4236905

Minuses
Issues? Problems? Dangers?
-

Going on an excursion earlier in

the term, to keep students
interests.
Doing more group based activities
for students to discuss important

Ideas
Improvements for next time?
-

Adding some homework for

children to do research at home
and bring their findings into the
next history class.
Putting homework tasks on the

Different type of tasks to cater for

all childrens learning styles and
ideas.
Use of materials and resources to
help engage students interests
and develop their critical
thinking skills.
Having childrens attention when
doing lessons and activities, by
partnering the students with the
person next to them, rather than
their friends.

Shenay Abdulovski 4236905

information and knowledge

between each other.
-

web tool I have created for

students and parents/guardians
to access and see.
Adding in a few more resources to
improve knowledge and facts.
Adding a few more interesting
and exciting ideas and activities
to hold childrens attention.
Introducing a range of
assessments for children to
expand their thinking skills.

References:
A brief history of Australia claymation, 2013, video file, viewed 12 April 2016, <https://www.youtube.com/watch?v=bXZ80rF1zE >.
Cherlin, PB 2015, 'John Dewey's emergent naturalism: Conditions and transfigurations', Contemporary Pragmatism, vol. 12,
no. 2, pp. 199-215.
Helding, L 2009, 'Howard Gardner's theory of multiple intelligences', Journal of Singing, vol. 66, no. 2, pp. 193-199.
Pallini, S, & Barcaccia, B 2014, 'A meeting of the minds: John Bowlby encounters Jean Piaget', Review of General
Psychology, vol. 18, no. 4, pp. 287-292.
Scootle 2016, Education Services Australia, Australian Government Department of Education, viewed 06 April 2016, <
http://www.scootle.edu.au/ec/search?accContentId=ACHHS103&userlevel=(5)>.
Victorian Curriculum and Assessment Authority 2013, The Australian Curriculum in Victoria, State Government of Victoria,
East Melbourne, Victoria, viewed 02 April 2016, < http://ausvels.vcaa.vic.edu.au/Level5?layout=1&d=H>.
Weible, D 2015, 'Getting it right from the beginning: Imagination and education in John Dewey and Kieran Egan', Education
& Culture, vol. 31, no. 2, pp. 81-112.

Shenay Abdulovski 4236905