ABSTRACT

This report aims to introduce a range of measures to

improve the Stage 4, Year 8 History Unit: The
Polynesian Expansion Across the Pacific. This unit
CONTEMPORARY was taught during my first practicum in term 2 2018.
Based on my experiences I have compiled a range of
recommendations and improvements to this unit so
TEACHER LEADERSHIP that it better integrates with the school context and
its student population. Using Understanding by
design I altered this unit to accommodate the
ASSESSMENT TASK 1 literacy and numeracy needs of all students
including those with LBOTE status. As well as
Kingswood High School – Stage 4 History developing the social and personal capabilities of
students from lower socio-economic backgrounds
The Polynesian Expansion Across the Pacific
Ethan Sais
SID: 17974628
Contents

Executive Summary ...................................................................................................................... 2

Objective and Context .................................................................................................................. 2
Goals ............................................................................................................................................. 3
Recommendations........................................................................................................................ 3
Context Statement ....................................................................................................................... 4
Report of Recommendations ....................................................................................................... 5
Comparative Table ....................................................................................................................... 7
Scope and Sequence..................................................................................................................... 9
Concept Map .............................................................................................................................. 10
Assessment Task......................................................................................................................... 11
Unit Outline ................................................................................................................................ 12
Reference List ............................................................................................................................. 22
Appendix – Original Program Documentation ........................................................................... 23
Original Scope and Sequence ..................................................................................................... 23
Original Unit Outline................................................................................................................... 24

1
Executive summary

Objective and context

This report has been written for the HISE faculty at Kingswood high school, located in Kingswood in Western
Sydney. This school is a comprehensive co-educational government high school with a student population of
around 717 students (My School, 2018). The vast majority of these students are in the bottom socio-economic
quartile with an average of 53 percent of students and only 3 percent of students being from the top socio-
economic quartile. (My school, 2018). This school has a fairly even split between boys and girls with a 54/46
percent split. This schools indigenous student populations accounts for 10% of its total student population and
a LBOTE population pf 22%.

The unit presented in this assignment reflects the lessons and unit taught during my time as a professional
practice student during term 2 2018, at that time I was not given a unit outline to prepare lessons from but
only a scope and sequence. The unit outline provided is been created from the lessons I taught during my first
professional practice. This unit was taught to a stage 4, year 8 class consisting of students with a range of
learning and behavioural difficulties. Some students in this class also had LBOTE backgrounds and were mostly
from lower socioeconomic backgrounds.

Source: https://www.myschool.edu.au/School/41826

2
Goals

There are many goals set out in this report to meet the needs of the diverse students at Kingswood High
School. These goals aim to create a more inclusive and responsive learning environment for these students.
This report has focused on the unit Depth Study 5: The Asia-Pacific World – The Polynesian Expansion Across
the Pacific.

These goals reflect upon multiple areas of consideration to:

- Address student numeracy skills in meaningful and contextualised way.

- Address the Literacy needs of students in the classroom, considering that 22% of the students in this
school are from a language background other than English.
- Produce activities and tasks that use an inquiry focused approach using in this case historical skills and
language.
- Engage students in learning activities that instil higher expectations and level of achievement.
- Ensure that all students are catered for so that lessons are differentiated to meet their needs and
abilities.
- To create more authenticity in lessons and have a more coherent and effective unit plan.
- To cater to the emotional and social needs of students in the classroom.

Recommendations

The following recommendations have been complied to assist student learning and teacher planning for the
unit of work The Polynesian Expansion Across the Pacific. This unit has been designed to be undertaken by
stage 4 history students currently completing year 8. The focus of these recommendations is four-fold. Firstly,
to address the literacy of LBOTE students in the classroom, address the social and personal capabilities of all
students in the classroom considering the low socioeconomic status of the majority of the student population,
identify and accommodate for the learning capabilities of students through greater differentiation and
improve the assessment and structure of this unit.

- Ensure activities are diverse enough to address all student needs and abilities through differentiated
instruction. Emphasised through greater use of scaffolds.
- Address historical skills and language through explicit literacy tasks.
- Develop the literacy skills of students particularly those from a LBOTE background.
- Develop tasks that provide students with a range of opportunities to engage in critical and creative
thinking, particularly higher order thinking tasks.
- Make learning more culturally responsive to students and meet their needs.
- Set learning and teaching goals and use them to design tasks and units that achieve the syllabus
outcomes and meet student needs.
- Ensure that learning activities are authentic and goal centred.

3
Context Statement

This unit was taught during my first professional practice during term 2 2018. This unit consisted of 5-6 weeks
teaching time and the focus was on developing students understanding of key historical concepts and ideas.
This unit has been created based upon the lessons I prepared as I was not provided with a unit outline,
assessment task, or concept map. However, I was provided with a scope and sequence, together with the NSW
history syllabus I gathered the general direction of the unit and created the lesson activities accordingly. This
unit provides students with the opportunity to investigate and understand the events that took place among
various cultures during the transition period between the ancient and early modern eras. Kingswood high
school has a hugely diverse populate comprising of students with varying degrees of ability. Thus grades 7 and
8 are split into class groups matching their capabilities so that teachers can more easily cater to student needs
these classes range from 8A to 8E. The orignial unit outline does not take into account the diversity between
these classes and thus teachers are left to cater to the needs of the class they have.

4
Recommendations Report

As stated previously the original program for this unit was not provided and lacks some serious aspects of
planning. The unit provided in this report is based upon the lessons taught during my professional practice.
This report highlights many recommendations for this unit and provides many of the program tools and
models needed to revise and effectively teach this unit. The resources created for this report include; a new
concept map, a new assessment task, a complete and revised unit outline and a revised scope and sequence
that incorporates the learning concepts and syllabus standards. The revised program, concept map, scope and
sequence and assessment task have been created using the understanding by design framework. Therefore,
these components have been created to achieve certain goals including; developing student literacy and
numeracy in an authentic and meaningful manner, develop tasks that are engaging for students and allow
them to develop their critical and creative thinking skills, ensuring teachers can facilitate more personalised
practice including individualised instruction and feedback, and shifting activities and tasks from a teacher
centred approach to a student centred approach. The unit outline and scope and sequence has had some
major shifts from the original so that the concepts and ideas presented are coherent and effective for students
to retain.

The unit has been reconstructed using the findings from the comparative table. It is clear that there needs to
be a renewed focus on the literacy skills of LBOTE students. This is because these students do not appear to be
receiving the attention, they require for their learning to be considered equitable with those students from an
English-speaking background. Based on this it is recommended that learning activities and assessment tasks
include scaffolds that break down tasks into easier and more manageable elements so that teachers look at
how they can break down texts in the classroom. One such method that could be implemented is breaking
down texts into 3 different categories that allow LBOTE and English speaking students to comprehend and
understand what the text is saying. These three categories are; events and participants, Power relationships
and points of view and structure and purpose. (Carpenter et.al., 2014). Carpenter et.al. highlights the role of
disciplinary literacy and the explicit teaching of literacy skills that allow students to identify areas of bias in the
sources they study (2014). Another recommendation implemented in this report is to ascertain, deepen and
expand upon student’s prior knowledge. Frey et.al. (2016) highlights that prior knowledge is deeply integrated
with a student’s literacy level and more specifically aids them in developing their comprehension and
understanding. Frey et.al. (2016) suggests that teachers need to provide students with learning experiences
that allow them to combine their skills and concepts in this particular case; historical skills and concepts. This is
enacted in the unit using Frey et.al. three phases; building surface knowledge, deepening and consolidating
that knowledge through interactions with concepts and skills and then transferring that knowledge to other
subjects or concepts (2016).

Frey et.al. ideas can also be applied to the integration of numeracy within this revised unit. There are concerns
of the unit outline in regards to how it implements elements of numeracy. It is clear that tasks like timelines
and mapping activities although incorporated into the unit were not done so with any agency or with any
meaning. Based on ideas presented by Wiggins and McTighe (2012) this reconstructed unit has incorporated a

5
range of numeracy tasks that have an authentic and useful element to them. This not only provides students
with an engaging and enjoyable set of tasks but also provides them with a range of skills that they can apply to
other parts of their life and other subject areas, including geography, mathematics and science as well as
developing a range of real life skills. It is imperative that students develop a strong rapport with their teachers
and feel engaged and encouraged to strive for achievement in the classroom. Hattie (2015) argues that
teachers should know their students, including their goals and academic expertise. This is important because
learning needs to be meaningful for students to fully engage with the work presented to them. This requires
teachers to make sure the activities they offer within the classroom are relevant and personalised to their
students (Rutledge et.al., 2015).

There is also a need for more personalised attention for students and their work, Rutledge et.al. highlights that
many students will have greater engagement if they believe their teacher cares about them and their
achievement. Therefore, another recommendation for this unit would be a greater and renewed focus on
individualised teacher/student interactions and feedback to enhance student achievement (2015). This can
have a massive impact on the Personal and social capabilities of students as Kingswood High School
encompasses a vast range of students with behavioural, social and emotional difficulties. Ultimately the goal is
to address the needs of these students ranging from the basics of food and clothing to developing student’s
self-esteem and self-actualisation. Therefore, allowing teachers to act more as a facilitator for learning rather
than an instructor, shifting learning activities from the authoritarian teacher centred approach to a more
egalitarian student centred approach (Frame, 1996).

The reconstructed unit also provides opportunities for teachers to develop students critical and creative
thinking by structuring tasks that move beyond lower order thinking tasks. It is clear that the tasks on the
original outline tend to focus more on the describe and explain spectrum and did little to help students
develop their cognitive abilities. Using blooms taxonomy as a model this reconstructed unit outline provides
ample opportunity for students to engage in tasks that require higher order thinking. This is predominantly
enacted through investigating and analysing primary and secondary sources. Based on the research of Adams
(2015) this unit has constructed many tasks and activities around Bloom’s Taxonomy, taking student
understanding, skills and knowledge and building upon it with a range of activities that take them from merely
identifying and explaining events and ideas to critiquing and creating their own responses to using sources.

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Comparative table
Area of Strengths of the Concerns of the Suggested Research support
consideration area of area of Changes to for the changes
consideration consideration counteract suggested.
concerns

Builds upon LBOTE students do Introduce scaffolds Using disciplinary

student written not have enough that cater to literacy - Language
Literacy comprehension support or scaffolds student needs by analysis to identify
and literacy in to assist with their analysing texts the validity of texts.
multiple ways. learning needs using 3 categories; (Carpenter, Earhart
Student visual 1) events and & Achugar, 2014)
literacy is utilised participants, 2)
ineffectively Power relationships Develop student
and points of view visual literacy and
and 3) structure analysis skills of
and purpose. historical sources
(Lundy & Stephens,
Integrate better use 2015)
of visual sources to
build upon student Highlights the need
visual literacy and to deepen student
develop historical knowledge building
inquiry skills. upon their already
established schemas
Develop student (Frey et.al., 2016)
historical language
use through writing
tasks

Students engage There are missed Incorporate Create tasks that

with numeracy in opportunities for numeracy through are authentic and
Numeracy many activities math to be activities that intrinsically
including timelines incorporated in this provide more engaging for
and using maps. lesson the program agency and allow students ensuring
does not provide the student to that tasks have
many opportunities develop skills they meaning and real
for students to can apply to other life value (Wiggins &
engage with subjects McTighe, 2012)
numeracy in a
meaningful way
Students enjoy Tasks do not usually Provide more Blooms Taxonomy,
Critical and engaging with require students to opportunities for creating a range of
Creative history through work beyond lower students to think tasks that reach a
Thinking inquiry learning order thinking tasks about and complete higher level of
tasks e.g. describe and tasks using higher cognitive
explain tasks. order thinking. development
Students develop Students can (Adams,2015)
historiographical engage with
skills working with historical primary Authentic learning
sources and secondary experiences
sources (Wiggins &
McTighe, 2012)

7
 Provides students This unit does not Make learning more Maslow’s hierarchy
Personal and with diverse views provide students culturally of need (Frame,
Social and with activities or responsive to your 1996)
Capabilities understandings of tasks that develop students to meet
different cultures social or personal their needs. Personalise
and backgrounds management skills interactions in the
Personalise learning classroom to
fostering an develop
environment that engagement from
encourages better students through
relationships feedback (Rutledge
between the et.al., 2015)
teacher, student
and their peers. Culturally
responsive
pedagogies
(Boon, et.al., 2016)
Scope and Limited use of UBD Design a range of Create a set of
Understanding sequence make as there was no unit learning activities diverse learning
by Design value-based program, based on learning tasks that create
decisions on the assessment task or goals that will allow authentic learning
content valuable concept map only students to achieve experiences for
to students scope and sequence the syllabus students (Wiggins &
Learning has been outcomes McTighe, 2012)
ineffective because Create a set of
it lacks authenticity authentic tasks for Improving
and agency in their students to engage assessment tasks
lives with including the with clear goals and
Assessment task. expectations (Hattie
Tasks are realistic, 2015)
with clear and valid
goals that motivate
student
engagement.

8
Revised Scope and Sequence – Kingswood Highschool – HSIE Faculty – Stage 4 Year 8

Term Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
1
2018 Where the Medicine in Spread and Symptoms
population was this period causes of of the
Stage living Asia, the plague plague
4 Religion in
Africa and
Year Europe
Europe 1300s
8 Increasing
Everyday life
trade

Depth Study 4 – The Western and Islamic World – The Vikings Depth Study 6 – Expanding Contacts – The Black Plague

Term Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
2
2018 Responses Immediate Discuss Exam – Geography Theories of The Maori Maori Use of Rapa Nui Work on
to the impact of long multiple of Polynesia origin and environmental environmental assignment
Stage spread Political
plague the plague term choice resources resources and presentations
4 Theories of feature and
impacts and use
Year Treatments origin and Different economy Extinction of Assessment task
of the extended
8 spread Polynesian the moa Exploitation of –Brochure and
plague response Cultural
societies palm trees Class
(25%) achievements Rapa Nui –
Revision Presentation
Everyday life everyday life, Presentation
Environmental (25%)
– Maori etc. assessment prep
resources

HT4-2, HT4- HT4-6, HT4-10 HT4-7, HT4-10 HT4-2, HT4-7 HT4-4, HT4-9, HT4-4, HT4-6,
4, HT4-9, HT4-10

Depth Study 6 – Expanding Contacts – The Black Depth Study 5 – The Asia Pacific World – Polynesian Expansion
Plague
Key: Improvements (highlighted this colour)
10
Assessment task

Kingswood High School – Assessment Task Notice

Course Name: History Student Name:
Date Issued: Week 6, Term 2 Date Due: Week 10, Term 2
Task Name: Polynesian getaway brochure or advertisement task
Task Weight: 25%
Time to complete task: 4 Weeks
Course Outcomes HT4-2 - describes major periods of historical time and
Assessed: sequences events, people and societies from the past
HT4-6 - uses evidence from sources to support historical
narratives and explanations
HT4-9 - uses a range of historical terms and concepts when
communicating an understanding of the past
HT4-10 - selects and uses appropriate oral, written, visual
and digital forms to communicate about the past
TASK:
In this task you are required to pick ONE island or culture to create a brochure for a
Polynesian explorer who is considering going on a voyage to a new world. For this
brochure you will need to INCLUDE all the information pertinent to the explorer.
Including:
- Location: Geography (include a map), natural features and other islands in its
proximity
- The supplies and tools they will need
- How will they travel across the Pacific Ocean, how will they navigate and how long
will it take?
- What roles they will need to fulfil and how will they structure their society when
they get there.
- A description of what they may encounter there including types of animals etc.
- Include a range of images and sources as evidence to support the information in
your brochure
Your brochure Must use persuasive language and highlight reasons why Polynesian
explorers would choose to explore for new lands. You should have 1-2 paragraphs for
each of the dot points listed above.
You can create this brochure using a range of resources these INCLUDE:
- Microsoft word,
- www.Canva.com – create a free account
- Make it by hand
- Or by any other means
Print out your Brochure and bring it to class in week 9 term 2 to present your island to the
class. (3-5min) –
Speech component – You will need to create a speech 3-5 minutes long using the PEEL
Paragraph scaffold to structure your palm cards
Assessment task Receipt
Course: Year 8 History Due Date: Week 10
Task: Polynesian Brochure Date Received ___/____/____
Received by: Signature:
Marking criteria:

Brochure Marks (15)

- Clear and appropriate use of historical language and terms 13-15
- Effective and responsive use of persuasive language
- Well-structured, cohesive and effective brochure
- Demonstrates thorough knowledge of Polynesian culture and
society
- Completes all questions and uses sources to back up evidence
- Clear and appropriate use of historical language and terms most of 10-12
the time
- Sound use of persuasive language
- Structured and effective brochure
- Demonstrates a sound knowledge of Polynesian culture and society
- Completes most questions and uses sources most of the time to
back up evidence
- Some use of historical language and terms 7-9
- Some use of persuasive language
- Somewhat structured brochure
- Demonstrates some knowledge of Polynesian culture and society
- Completes some questions and uses sources some of the time to
back up evidence
- Limited use of historical language and terms 4-6
- Limited use of persuasive language
- No structure to brochure but coherent
- Demonstrates limited knowledge of Polynesian culture and society
- Completes a few questions using a few sources
- No use of historical language and terms 1-3
- No use of persuasive language
- No structure and incoherent brochure
- Does not demonstrate knowledge of Polynesian culture and society
- No questions completed and no sources used
Presentation Marks (10)
- Presents information mostly related to the task 8-10
- Considerable effort put into presenting information
- Effective and regular use of historical language and terminology
- Well integrated use of sources in presentation
- Presents some information related to the task 4-7
- Some effort put into presenting
- Some Use of historical language and terminology
- Some Use of sources in presentation
- Limited or no preparation for presentation task 1-3
- Does not present the information required to complete the task
- No use of historical language and terminology
- No use of sources in presentation

12
 REVISED UNIT OUTLINE – Incorporating Improvements
Subject: History Stage: 4 Year: 8 Total Number of Weeks: 6
Unit title: Depth Study 5: The Asia-Pacific world – The Polynesian expansion across the Pacific (c. AD 700 – 1756)
Key Concepts/ Big Ideas The importance of this learning
 How did societies change from the end of the This unit provides students with an understanding of the Asia- Pacific world and its history.
ancient period to the beginning of the modern age? Students learn about the achievements of Polynesian cultures and societies and the vast island
 What key beliefs and values emerged and how did systems and territories they discovered and inhabited thousands of years before settlement by
they influence societies? European cultures. This unit provides students with the opportunity to develop
 What were the causes and effects of contact understandings of the various cultures that inhabit the pacific and their significance,
between societies in this period? highlighting the diversity of cultures and traditions, their beliefs, experiences, knowledge and
 Which significant people, groups and ideas from impact in the pacific.
this period have influenced the world today?
Unit context within Scope and Sequence Targeted Syllabus Outcomes (including life skills outcomes)
In stage 4 Students are provided with 6 A student:
depth study units that connect the ancient  describes major periods of historical time and sequences events, people and societies from the
and modern worlds, this unit provides past HT4-2
students with an overview of the shift of  describes and explains the causes and effects of events and developments of past societies over
various cultures from the ancient past to time HT4-4
the early modern past. Students have  uses evidence from sources to support historical narratives and explanations HT4-6
previously studied the Vikings in depth  identifies and describes different contexts, perspectives and interpretations of the past HT4-7
study 4 and the black plague in depth  uses a range of historical terms and concepts when communicating an understanding of the past
study 6. HT4-9
Cross Curriculum Priority - Sustainability  selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Assessment - Summative assessment task HT4-10
written and oral presentation (25%) Related Life Skills outcomes: HTLS-2, HTLS-6, HTLS-8, HTLS-9, HTLS-11, HTLS-12, HTLS-13
Area of improvement
Literacy improvements Numeracy improvements Critical and creative Personal and Social Integrated use of ICT
thinking Capabilities
Week 5 Period 1
Key Outcomes HT4-2
Key Content identify the geographic extent and natural
features of Polynesia
Learning Experiences Introduction to the topic
And resources Formative assessment - Ask students to write
down three thigs they think of when they hear the
word Polynesia and then write them on the board
Students watch videos highlighting aspects of
Polynesian culture
https://www.youtube.com/watch?v=cPAbx5kgCJo
- discuss the various elements within this video
with the class e.g. The wakas (boats), environment Discuss the island and countries that
and natural features etc.
https://www.youtube.com/watch?v=VTwbKryrhks culture throughout the pacific region.
Questions: what is this? (the Haka) what culture is https://teara.govt.nz/en/map/1762/the- Students are given a series of
it from? Etc.
Provide students with a glossary table to write
down significant words and their meaning
Students are handed some images from various
Polynesian cultures and told to write on the
images what they think they could be and where
they may be from.
Provide students with a set of questions on the
board to scaffold their investigation
14
Period 2 Period 3
HT4-2 HT4-4, HT4-10
locate the Pacific regions settled by the outline theories about the origin
Polynesians and spread of Polynesian settlers
throughout the Pacific
Using google maps introduce the pacific Ask students to imagine they are
islands on the board for students to use a member of Polynesian society.
as stimulus: Ask:
•What tools or devices do your
Formative assessment - Ask students to think you would need to traverse
write down what they know about the the oceans and look for a new
pacific ocean and the islands home?
encompassed by it •Make a list of everything you
would need to carry across the
ocean in order to survive
make up the Pacific •Mind map on the board
Highlight the expanse of the Polynesian
Human Timeline Task
pacific-ocean-showing-remote-oceania expansion events on a A4 paper
and are told to organise the
present students with a blank map - Ask events chronologically
students to find the following three
island and write down the location Once completed the students are
(latitude and Longitude): asked to work as a class and place
Hawaii, NZ, Easter islands, Cook Islands the islands of expansion in order
and Samoa
Present a map that shows the
Students use the map Key to identify spread and time frame of the
how far Polynesian societies have Polynesian expansion - present
travelled Students with inquiry question:
 As a class go through a range of images depicting Teacher can demonstrate how to use why would Polynesians explorers
significant aspects of Polynesian societies and the map key and calculate the distance set out to sail across the pacific?
cultures students discuss their ideas about what between the islands
these images are and what they tell us after group Students mind map their ideas.
discussion explain what they are and why they are And then each write a journal
significant. entry as a Polynesian explorer
highlighting why they would set
Natural features of Polynesia out to cross the pacific
Using a worksheet with a blank map - students
locate and label Polynesian islands using google
maps.
 On the worksheet for each island students
mark the geographical and natural features of
the island
 Student also mark where significant sites are
located and explain why they are significant

Week 6 Period 1 Period 2 Period 3

Key Outcomes HT4-6, HT4-9 HT4-4, HT4-9, HT4-10 HT4-2, HT4-7
Key Content outline theories about the origin and spread of describe the different describe everyday life of Maori society during this
Polynesian settlers throughout the Pacific societies of Polynesia period
Learning Navigation tools and techniques Research task Print out a range of sources and images depicting Maori
Experiences What ways do you think the Polynesians navigated Using their Chrome everyday life including:
And Resources the ocean? books and fill in the Baskets, weapons, tools, clothing and Jewellery.
corresponding Source:
Highlight the technologies they used to navigate worksheet: https://collections.tepapa.govt.nz/search/maori/results
and sail across the ocean Students in pairs:
- Present students with a range of sources to research their chosen Think Pair Share
identify, discuss and analyse island/country and
identify:

15
 - Students are given a range of prompting
questions
- Teacher reveals what each technology is
and how it was used
Highlight to students why certain islands were
discovered before others (Easter island before NZ –
including wind patterns and currents etc.)
Students are introduced to the Polynesian Waka
(canoe) through a secondary source that describes it their previous research
- The teacher reads out the description from
the following link and asks students to draw to compare the
a Waka and highlight its features
https://teara.govt.nz/en/waka-canoes/page-1
Students are then shown a recreation of a Waka
and compare it to their own depictions use the
images presented in the following link:
https://teara.govt.nz/en/waka-canoes
Watch this video: How did Polynesian way finders
navigate the Pacific Ocean? - Alan Tamayose and
Shantell De Silva
https://www.youtube.com/watch?v=m8bDCaPhOek
ask students to take notes and write a short
paragraph highlighting how the techniques
employed by Polynesian navigators
- Provide students with the scaffold
necessary to identify what this source is
telling them
including use of the stars, the movement of ocean
currents and wave patterns, the air and sea
interference patterns caused by islands, the flight of
•Cultural significance Ask students to work in pairs and write down what they
and difference think these objects are and what they think they were
•Terrain of the used for and share around the class
island/environment
•Geographic Position Discuss the various devices and use student ideas to
work out what it is and how it was used.
Using google slides
Students work in groups Using the following website:
of four. Each group use https://teara.govt.nz/en/iwi
Use the appropriate scaffold and questions to assist
on a Polynesian culture students with writing a response to this inquiry
question: using the information presented on this link
similarities and why did the Maori’s settle in certain parts of New
differences and present Zealand?
a brief overview of that Students are given a PEEL paragraph scaffold to
island and its culture. structure their responses
Students present to the https://teara.govt.nz/en/daily-life-in-maori-
class and discuss communities-te-noho-a-te-hapori/page-1 - using the
similarities and information presented on this website students
differences construct a timeline highlighting the daily experiences
of Maori people
Making learning authentic - students can then use this
timeline to fill out a calendar scheduling the daily
activities of Maori society.
Students will need to differentiate between the roles of
different members of the community.

16
 birds, the winds and the weather to navigate the
ocean.
Students fill in some terms on their glossary
Week 7 Period 1
Key Outcomes HT4-4, HT4-6
Key Content describe key political features of Maori
society, including the role of the ariki
explain key economic activities Maori
society
Learning Students are posed with a sentence
Experiences and containing the word iwi students are asked
resources what they think the word iwi means – after
brainstorming students research the word
and write it in their glossaries
Using this website:
https://teara.govt.nz/en/tribal-organisation
Students read through the information on
this webpage and create a social hierarchy
of the Maori society. Highlighting the role
of the Ariki and their social rank
students are asked to write a brief
description of each social level highlighting
jobs, roles and position within their iwi and
community
students brainstorm what type of economy
the early Maori’s may have had
Students write their ideas on the board
Using this website for information:
Period 2
HT4-6, HT4-7
using a range of sources, describe the cultural
achievements of Maori society
Students use the following link to write a list of the
cultural achievements of the Maori people from
early expansion to the modern day
https://teara.govt.nz/en/maori
The Haka –
Students watch the following video – ‘the greatest
haka ever’ (world rugby)
https://www.youtube.com/watch?v=yiKFYTFJ_kw
- Students are asked what the Haka is
about and why is it significant?
Watch this video – ‘Haka – History’
https://www.youtube.com/watch?v=AnlFocaA64M
- Students write a summary of the story
behind the haka and what it means to
Maori people.
Haka Translation activity
https://www.smh.com.au/sport/rugby-union/ever-
wondered-what-theyre-saying-in-the-haka-
20100910-1540p.html
17
Period 3
HT4-2,
describe key environmental resources of the
Maori society
the use of religious/supernatural threats to
conserve resources
Ask students to consider
What is an environmental resource?
What effect do we have on the environment?
What are some of the effects early Maori
settlements had on their environment?
https://teara.govt.nz/en/human-effects-on-the-
environment/page-1
students create a table highlighting the actions
and the impacts – discuss as a class
Using the following story students consider what
role Maori beliefs and religion had on their
relationship with the environment
Using the creation story students:
Fill in the table highlighting the connection
between the Maori gods and the environment
Source:
https://www.crystalinks.com/maoricreation.html
 https://teara.govt.nz/en/economic- using the translation of the haka students
history/page-2 determine what the haka was used for and why
students write 2 paragraphs highlighting
what the Maori economy was like and how
this changed when European settlement
began.
Week 8 Period 1
Key HT4-2, HT4-4, HT4-6
Outcomes
Key Assess Maori use of environmental resources in this
Content period, including:
the extinction of the moa in New Zealand
Learning Students compile a list of environmental resources the
Experiences Maori culture used in their daily lives.
And
resources Present an image of the Moa on the board and ask
students what they think it is, where it’s from, etc.
https://teara.govt.nz/en/moa this website provides an
overview of the Moa and its extinction – students are
asked to label a diagram of the moa and draw
conclusions as to why it went extinct
Students watch episode 2 of the documentary the future
eaters – highlighting the devastating effects the Maori’s
had on the food chain including the extinction of the
Moa
Using Excerpts from
www.globaleducation.edu.au/case-
studies/people-of-the-pacific.html
- Students fill in a worksheet that
highlights the differences between the cultural
origin story and the historical/archaeological
findings
Period 2 Period 3
HT4-2, HT4-7 HT4-4
describe everyday life in Rapa Nui describe key political features of the Rapa
society during this period and using a Nui and explain key economic activities of
range of sources, describe the cultural the Rapa Nui
achievements of the Rapa Nui
Inquiry question: discuss: what do you https://imaginaisladepascua.com/en/easter-
know about Easter Island? island-rapa-nui/rapa-nui-culture/rapa-nui-
Create a concept map on the board religion-and-beliefs/
after reading the information on this
Students locate Easter island on website students fill in a table highlighting
google maps and create a collage using the social, religious and economic practices
images they found through the of the Rapa Nui.
internet. Students identify significant
features of the island, draw a map and https://imaginaisladepascua.com/en/easter-
label it. island-rapa-nui/easter-island-history/
students create a social hierarchy pyramid
Students watch the video on this highlighting the role of each group and their
website place in society.
https://www.history.com/topics/south
-america/easter-island-video
18
This website provides some information of the future
eater’s documentary
https://www.abc.net.au/science/future/ep2/synop2.htm
- Students answer a set of questions related to the
impact the Maori’s had on New Zealand’s
environment
- What other animals did the Maori impact upon?
https://teara.govt.nz/en/human-effects-on-the-
environment/page-4
using the data on this website students collate the
information on a comparative table and conduct an
analysis on the impact the Maori people had on the
animal and plant life in Aotearoa
students consider the question: what lasting impact have
the Maori had on the environment in New Zealand.
students are asked to consider the
following questions
where is Easter island?
Who originally inhabited the island
and when?
What did they create on the island and
why?
What was the role of the Moai?
Why were they so significant?
Watch the video on this website: what
are the 5 different theories presented
on how the Rapa Nui moved the Moai
into place:
https://www.sbs.com.au/guide/article
/2018/02/06/what-really-happened-
people-easter -island
Students consider the following
question:
Who made the Moai?
Using the information in this SBS
article students discuss and analyse
the validity of the sources and
information presented in: Moai
mystery: walking statues, magic and…
aliens?
https://www.sbs.com.au/guide/article
/2018/02/06/what-really-happened-
people-easter-island
Students draw their own Moai
19
Week 9 Period 1 Period 2 Period 3
Key Outcomes HT4-4, HT4-6 HT4-2, HT4-4, HT4-6 HT4-9, HT4-10
Key Content describe key environmental resources of the Assess Rapa Nui use of environmental resources in this Start working on
Rapa Nui society and the use of period, including: assessment -
religious/supernatural threats to conserve the exploitation of palm Trees on Easter island presentation tasks
resources
Learning Experiences What were the environmental resources Formative assessment - What were the factors that Model the structure of a
And Resources used by the Maori how does this differ to contributed to the environmental changes in New speech on the board for
the Rapa Nui? Zealand at the hands of the Maori? students to create their
- Class discussion own
Students create a map and identify the
environmental features of Easter island and https://www.sbs.com.au/guide/article/2018/02/06/what- Students are conducting
how the Rapa Nui people used it. really-happened-people-easter-island research using
using this website: students read through and make chromebooks – discuss
https://imaginaisladepascua.com/en/easter- conjectures about what impacts the Rapa Nui had on the the validity of sources
island-rapa-nui/rapa-nui-culture/rapa-nui- environment. and websites
religion-and-beliefs/
What were the religious beliefs of the Rapa https://timeline.com/easter-island-de14fb97267b Compile a list of various
Nui? How did they impact on their use of what happened to the palm trees at Easter island? sources that they could
the environment Who was the culprit behind this ecological disaster? use for their assessment
How does this differ to the events that took place in New tasks
Zealand?
Students create a table on the impacts the Rapa Nui had
on the environment compared to the Maori. Students
write a summary highlighting the similarities and
differences between these societies.
Other resources
https://www.smithsonianmag.com/travel/the-mystery-
of-easter-island-151285298/

Week 10 Period 1 Period 2 Period 3

20
Key Outcomes HT4-9, HT4-10
Key Content Work on Presentation task in class –
teacher provides students with
formative feedback
Learning Experiences Work with individual students in
refining their information and
structuring it with the PEEL template
21
HT4-10
Students complete their
presentations 1/2
Students present their presentations
Provide students with feedback
highlighting the areas they did well
and the areas they can improve on
HT4-10
Students complete their
presentations 2/2
- Provide summative feedback
for each student
Students present their presentations
Provide students with feedback
highlighting the areas they did well
and the areas they can improve on
References

Adams, N.E. (2015). Bloom’s taxonomy of cognitive learning objectives. Of Interest, 103(3), 151-152.
doi:http://dx.doi.org/10.3163/1536-5050.103.3.010

Australian Curriculum and Assessment Reporting Authority . (2018). Kingswood High School .
Retrieved from My School : https://myschool.edu.au/school/41826

Boon, H., & Lewthwaite, B. (2016). Signatures of quality teaching for Indigenous students. Australian
Education Research, 43, 453-471. doi:10.1007/s13384-016-0209-4

Carpenter, B., Earhart, M., & Achugar M.,. (2014). Working with Documents to Develop Disciplinary
Literacy in the Multilingual Classroom. The History Teacher, 48(1), 91-103. Retrieved 2019,
from https://www.jstor.org/stable/43264381

Frame, D. (1996). Maslow's Hierarchy of Needs Revisited. Interchange, 27(1), 13-22. Retrieved 2019

Frey, N., Fisher, D., & Hattie, J.,. (2016). Surface, Deep, and Transfer? Considering the Role of
Content Literacy Instructional Strategies. Journal of Adolescent & Adult Literacy, 60(5), 567-
575. doi:10.1002/jaal.576

Hattie, J.,. (2015). What Works Best in Education: The Politics of Collaborative Expertise. Retrieved
2018

Lundy,A.D., & Stephens, A. (2015). Beyond the literal: Teaching visual literacy in the 21st century
classroom. Procedia - Social and Behavioral Sciences, 174. doi:10.1016/j.sbspro.2015.01.794

NSW Educational Standards Authority. (2013). History K-10 Syllabus. Retrieved May 2017, from NSW
Syllabus for the Australian Curriculum:
http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

Rutledge, S., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R.,. (2015). Understanding Effective
High Schools: Evidence for Personalization for Academic and Social Emotional Learning.
American Educational Research Association, 52, 1060-1092. Retrieved 2019, from
https://www.jstor.org/stable/24546762

Wiggins, G., & McTighe, J.,. (2012). The Understanding by Design Guide to Advanced Concepts in
Creating and Reviewing Units. Association for Supervision & Curriculum Development.
Retrieved 2019
Appendices
Original Scope and Sequence – Kingswood Highschool – HSIE Faculty – Stage

Term Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
1
Where the Medicine in Spread and Symptoms
2018
population this period causes of of the
Stage was living the plague plague
Religion in
4 Asia, Africa
Europe
Year and Europe
8 1300s Increasing
trade
Everyday life

Depth Study 6 – Expanding Contacts the Black Plague

Term Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
2
Responses Immediate Discuss Exam – Geography Different Way of life in
Way of life Rapa Nui
2018
to the impact of long term multiple of societies Maori New and Cultural
(Maori) Exploitation
Stage plague the plague impacts of choice and Polynesia Zealand Achievements
of Palm
4 the plague extended of another
Treatments Theories of Environmental Cultural Trees,
Year response island
Revision origin and resources. Achievements Theories
8 (teachers’
spread Extinction of
choice)
the Moa
Depth Study 6 – Expanding Contacts the Black Plague Depth Study 5 – Asia Pacific World – Polynesian Expansion

Key: The part of the unit I taught during my Professional Practice 1 (highlighted this colour)
 ORIGINAL UNIT OUTLINE – MADE FROM LESSON PLANS
Subject: History Stage: 4 Year: 8 Weeks Taught During Practicum: from weeks 5-7 (3 weeks) Total Number of Weeks: 5
Unit title: Depth Study 5: The Asia-Pacific world – The Polynesian expansion across the Pacific (c. AD 700 – 1756)
Key Concepts/ Big Ideas The importance of this learning
 How did societies change from the end of the This unit provides students with an understanding of the Asia- Pacific world and its history.
ancient period to the beginning of the modern age? Students learn about the achievements of Polynesian cultures and societies and the vast island
 What key beliefs and values emerged and how did systems and territories they discovered and inhabited thousands of years before settlement by
they influence societies? European cultures. This unit provides students with the opportunity to develop
 What were the causes and effects of contact understandings of the various cultures that inhabit the pacific and their significance,
between societies in this period? highlighting the diversity of cultures and traditions, their beliefs, experiences, knowledge and
 Which significant people, groups and ideas from impact in the pacific.
this period have influenced the world today?
Unit context within Scope and Sequence Targeted Syllabus Outcomes (including life skills outcomes)
In stage 4 Students are provided with 6 A student:
depth study units that connect the ancient  describes major periods of historical time and sequences events, people and societies from the
and modern worlds, this unit provides past HT4-2
students with an overview of the shift of  describes and explains the causes and effects of events and developments of past societies over
various cultures from the ancient past to time HT4-4
the early modern past. Students have  uses evidence from sources to support historical narratives and explanations HT4-6
previously studied the Vikings in depth  identifies and describes different contexts, perspectives and interpretations of the past HT4-7
study 4 and the black plague in depth  uses a range of historical terms and concepts when communicating an understanding of the past
study 6. HT4-9
 selects and uses appropriate oral, written, visual and digital forms to communicate about the past
HT4-10
Related Life Skills outcomes: HTLS-2, HTLS-6, HTLS-8, HTLS-9, HTLS-11, HTLS-12, HTLS-13
Literacy Targets Numeracy Targets ICT Targets CCP/ GC Assessment
Not specified Not specified Not specified Sustainability No assessment provided for
unit. Only formative
assessment

24
Week 5 Period 1 Period 2 Period 3
Key Outcome(s) HT4-2 HT4-2, HT4-4 HT4-2, HT4-6,
Key Content identify the geographic extent and natural locate the Pacific regions settled by the describe the different societies of
features of Polynesia Polynesians Polynesia

Learning Experiences and Introduction to the topic Using either google maps or some Research task
Resources Students watch videos highlighting aspects of other resource present a map of the Using their Chrome books and fill
Polynesian culture pacific islands on the board for in the corresponding worksheet:
students to use as stimulus: Students in pairs: research their
https://www.youtube.com/watch?v=cPAbx5kgCJo Discuss the island and countries that chosen island/country and
- discuss the various elements within this video make up the Pacific identify:
with the class e.g. The wakas (boats), environment Highlight the expanse of the Polynesian  Cultural significance and
and natural features etc. culture throughout the pacific region. difference
 Terrain of the
https://www.youtube.com/watch?v=VTwbKryrhks Discuss the cultural significance of the island/environment
Questions: what is this? (the Haka) what culture is key areas of the pacific this unit will  Geographic Position
it from? Etc. look at:
Students are handed a few images from various Hawaii, NZ, Easter islands, Cook Islands Students work in groups of four.
Polynesian cultures and write on the images what and Samoa Each group choose a Polynesian
they could be and where they may be from. culture to research and present a
Map Analysis brief overview of that country and
As a class go through a range of images depicting As a class student look at the map and its culture.
significant aspects of Polynesian societies and identify some of the main
cultures students discuss their ideas about what islands/countries Students present to the class and
these images are and what they tell us after group discuss similarities and differences
discussion explain what they are and why they are
significant.

Natural features of Polynesia

Using a worksheet with a blank map - students
locate and label Polynesian islands using google
maps.

25
  On the worksheet for each island students
mark the geographical and natural features of
the island
 Student also mark where significant sites are
located and explain why they are significant

Week 6 Period 1 Period 2 Period 3

Key Outcomes HT4-4, HT4-6, HT4-7, HT4-9 HT4-2, HT4-9
Key Concepts outline theories about the origin and spread of Polynesian settlers throughout describe key environmental resources of
the Pacific Polynesian societies
the use of religious/supernatural threats to
conserve resources
Learning Experiences Ask students to imagine Navigation tools and techniques Using the creation story students:
and Resources they are a member of What ways do you think the Polynesians navigated Fill in the table highlighting the connection
Polynesian society. Ask: the ocean? between the Maori gods and the environment
 What tools or Source:
devices do your Highlight the technologies they used to navigate and https://www.crystalinks.com/maoricreation.html
think you would sail across the ocean (find images) for them to see
need to traverse Why certain islands were discovered before others Students research the environmental resources
the oceans and (Easter island before NZ – wind etc.) of Polynesian societies
look for a new Where Polynesian societies come from
home? Polynesian technologies Using Excerpts from
 Make a list of Students are introduced to the Polynesian Waka www.globaleducation.edu.au/case-
everything you (canoe) via a secondary source that describes it studies/people-of-the-pacific.html
would need to Students are asked to draw a Waka and highlight its - Students fill in a worksheet that
carry across the features highlights the differences between the cultural
ocean in order to Students are then shown a recreation of a Waka and origin story and the historical/archaeological
survive compare it to their own depictions findings
 Mind map on the
board Watch this video: How did Polynesian way finders
navigate the Pacific Ocean? - Alan Tamayose and
Timeline Task Shantell De Silva

26
 Students research the
series of expansion
events and create a
chronological timeline
Map task
Using a map that shows
the spread and time
frame of expansion of
Polynesian societies
The teacher discusses
how and why
Polynesians spread out
across the pacific –
introduce the idea of
the waka (Polynesian
canoe)
https://www.youtube.com/watch?v=m8bDCaPhOek
Explain that Polynesian navigators employed a whole
range of techniques including use of the stars, the
movement of ocean currents and wave patterns, the
air and sea interference patterns caused by islands,
the flight of birds, the winds and the weather to
navigate the ocean.
Put up images of various tools etc. for students to
comment on and engage in class discussion
Fill in the blank task definitions of the
tools/techniques
Info projected on the board
Students fill in worksheet

Week 7 Period 1 Period 2 Period 3

Key HT4-4, HT4-6, HT4-9 HT4-2, HT4-9, HT4-10 HT4-2, HT4-9
Outcomes
Key Assess Polynesian uses of environmental resources describe everyday life in ONE Polynesian society describe key political features of
Concepts in this period, including: during this period (Maori) ONE Polynesian society,
the extinction of the moa in New Zealand including the role of the ariki
explain key economic activities
of ONE Polynesian society
(Maori)
Learning Students compile a list of environmental resources the Print out a range of sources and images depicting Maori Using this website:
Experiences Maori culture used in their daily lives. everyday life including: https://teara.govt.nz/en/tribal-
and Baskets, weapons, tools, clothing and Jewellery. organisation Students create a
resources Present an image of the Moa on the board and ask Source: social hierarchy of the Maori
students what they think it is, where it’s from, etc. https://collections.tepapa.govt.nz/search/maori/results

27

https://teara.govt.nz/en/moa this website provides an
overview of the Moa and its extinction – students are
provided with a range of questions for them to answer
using the information presented on the webpage.
Students watch episode 2 of the documentary the future
eaters – highlighting the devastating effects the Maori’s
had on the food chain including the extinction of the Moa
This website provides some information of the future
eater’s documentary
https://www.abc.net.au/science/future/ep2/synop2.htm
Students answer a set of questions related to the impact
the Maori’s had on New Zealand’s environment
society. Highlighting the role of the
Ask students to work in pairs and write down what they Ariki and their social rank
think these objects are and what they think they were
used for and share around the class students brainstorm what type of
economy the early Maori’s
Discuss the various devices and use student ideas to engaged in and discuss how this
work out what it is and how it was used. changed when European
settlement began.
Using the following website: Use this website for information:
https://teara.govt.nz/en/iwi https://teara.govt.nz/en/economic-
students answer the following questions highlighting history/page-2
the location of Maori settlements and the different
tribes in New Zealand
https://teara.govt.nz/en/daily-life-in-maori-
communities-te-noho-a-te-hapori/page-1 - using the
information presented on this website students
construct a timeline highlighting the daily experiences
of Maori people
28
Week 8 (did not teach) Period 1 Period 2 Period 3
Key Outcomes HT4-4, HT4-6 HT4-2, HT4-4 HT4-2, HT4-9
Key Concepts using a range of sources, describe describe everyday life in ONE describe key political features of
the cultural achievements of ONE Polynesian society during this period ONE Polynesian society
Polynesian society (Maori) and using a range of sources, explain key economic activities of
describe the cultural achievements ONE Polynesian society (teachers’
of ONE Polynesian society (Teachers choice)
choice)
Learning Experiences N/A N/A N/A

Week 9 (did not teach) Period 1 Period 2 Period 3

Key Outcomes HT4-2, Ht4-4, HT4-6, HT4-10,
Key Concepts Rapa Nui – the exploitation of palm Trees

Learning Experiences N/A

29