Lesson Plan: Syllabus Outcomes

Lesson Plan
Topic area: The Ancient to the Stage of Learner: Stage 4 Syllabus Pages: 4, 12, 17, 24
Modern World: Topic 6d:
Aboriginal and Indigenous
Peoples, Colonisation and
Contact History
Date: dd/mm/yyyy Location Booked: History room Lesson Number: 1 / 3
Time: 60 minutes Total Number of students 30 Printing/preparation Copies of

Colonial Map 1900
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative map • Forms of • Identify Colonial
• HT4-2 describes major assessment colonialism powers and
periods of historical territories
time and sequences • Colonial
events, people and Britain’s position prior • Examine a
societies from the past to coming to Australia historical timeline
to gather evidence
of major historical
events
Life Skills outcomes
• HTLS-2 demonstrates
an understanding of
time and chronology
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
• Information and communication • Seeing the fluidity of nations over time

technology capability • Geographical changes in history
• Literacy & Numeracy • Critically examining a timeline
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.1 Students gain deep knowledge the geographical and historical context of European
colonialism and its intentions.
Students manage their time and learning during ICT exercise looking at Colonial history
2.5 timeline.
3.1 Students will integrate their own knowledge of Australia and our colonial past. Some
students may have indigenous family and perspectives to share (with teacher-led sensitivity
and respect in the classroom).
3.6 Tells a story of European powers seeking resources and territories on route to the first fleet
landing in Australia.
Time Teaching and learning actions Organisation Centred
T/S
0-5 Roll call Teacher: Roll T
Student:
Resources:
5-8 Hook video: Colonial British as ‘Evil Empire’ –

compiled from Hollywood’s “Pirates of the https://www.youtube.com/watc
Caribbean”. h?v=fqUGlk4AdoM
Q. Why does Hollywood present the British East

India Company’s agents as cold-hearted villains?
(note to teacher: consider this as a historical

perspective to raise with students later in the
unit – how does the historical narrative position
the Colonial period?)
8-12 Introduction to two main forms of Colonialism: Teacher: Power Point T
• Settler Colony
Student:
• Economic exploitation
Resources: textbook or device
Students copy definitions. Question: can
students identify any examples?
12-20 Formative assessment: Student’s receive a map Teacher: Power Point S
of the world colour-coded by colonies, but
Student: Copy of map
without the key. Students attempt to know
which territories where colonies of which Resources: Map hand-outs. Answers
European states. Answers then provided in shown on smart board.
class.
Advanced Learners: can be directed to look up

the travel routes and consider how hard it was
to travel to remote colonies
20-30 YouTube: Rise and Fall of the British Empire Teacher: YouTube T/S
Student:
Students watch the history of British colonial
expansion and their mid to late 20th Century Resources:
decolonisation to consolidate understanding of https://www.youtube.com/watc
changes over time in Imperial territorial h?v=ox-Jd8amw80
acquisition
30-40 Historical Context: Who were the Colonial Teacher: T/ S
British? Discovering a timeline.
Student: Device
Student Source study: Access History UK Resources:

website (ICT) and write down key events
(literacy). Discuss with class, what did students https://www.historic-
think were key events and why? uk.com/HistoryUK/HistoryofBritai
n/Timeline-Of-The-British-
Key discussion points: Empire/
1833 abolition of slavery throughout the British
Empire. How does this relate to the treatment
of Indigenous Australians?
Maori revolt against British in NZ.
Withdrawal from Palestine, Africa and Hong

Kong.
Lower level learners: Direct to 1770 and 1788 to

assist with the rest of the lessons.
Advanced learners: Which major international

powers did the British regularly have contact,
war, competition or trade with?
Numeracy: Students calculate how long Britain Teacher: S

was a colonial power before colonising
Student:
Australia, and for how long after (1997).
Resources: https://www.historic-
uk.com/HistoryUK/HistoryofBritai
n/Timeline-Of-The-British-
Empire/
55-60 Conclusion and summary of lesson Teacher: T
Student:
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
That there are different historical approaches to any event, so every attempt must be made
to share with students the ability to critically analyse any teaching content they encounter.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

HT4-2 describes major British Empire timeline – how students see important
periods of historical time historical events and see changes in society (e.g. abolition
and sequences events, of slavery taking place across the Empire).
people and societies from
the past
HTLS-2 demonstrates an By studying a historical timeline of the British Empire

understanding of time students will understand chronology of a historical power.
and chronology
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.4 Identify the consequences of European settlement for Australian
indigenous culture
2.2 Connected sequence of three lessons – introducing colonialism, European
discovery of Australia and contact between the First Fleet and Aboriginals
2.3 Outcomes based on National Curriculum/ NSW Syllabus
3.5 Use of direct face to face teaching, maps and slides
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Staff and students should be familiar with emergency evacuation procedures.
Provide a safe and healthy workplace, (includes psychological and physical).
www.safework.nsw.gov.au.
References (In APA)

Australian Institute for Teaching and School Leadership Limited (AITSL). (2010). Australian
Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards
Brain, J. (2020). Timeline of the British Empire. Historic UK. Retrieved from https://www.historic-
uk.com/HistoryUK/HistoryofBritain/Timeline-Of-The-British-Empire/
Bye, O. (2015). Rise and Fall of the British Empire. Retrieved from
https://www.youtube.com/watch?v=ox-Jd8amw80
NSW Education Standards Authority (NESA). (2006). A classroom practice guide 2nd ed. (2006).
Retrieved from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
NSW Education Standards Authority (NESA). (2016). History K-10 Syllabus (2012). Retrieved from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-
10
NSW Government. (2017). Safework NSW: The Basics: Your Rights at Work. Retrieved from
https://www.safework.nsw.gov.au/
Resources Attached:
You must list all the resources that you have created or found in this space.
Lesson Plan
Contact History
Time: 60 minutes Total Number of students 30 Printing/preparation

Syllabus outcomes Summary of • The landing of • Examine sources as
• HT4-2 describes major ‘Objects in Time’ the First Fleet in evidence of historical
periods of historical Australia 1788 events
time and sequences • Who where the
events, people and first settlers and why
societies from the past they sent from Britain
• HT4-5 identifies the • That
meaning, purpose and archaeological
context of historical artefacts provide
sources evidence of historical
events
an understanding of
time and chronology
• Aboriginal and Torres Strait Islander Archaeological contributions to the study of

histories and cultures history
• Information and communication Identifying sources
technology capability
• Literacy & Numeracy

This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
and among students.

element
1.1 Students gain deep knowledge of historical sources as evidence of European contact and
settlement in Australia.
Students manage their time and learning during ICT exercise looking at key events taking
2.5 place before and up to the First Fleet landing.
3.6 Tells a story of European powers seeking resources and territories on route to the first fleet
landing in Australia, shown through evidence by artefacts and primary sources.
T/S
Student:
Resources:
5-15 Recapping European first contact to settlement Teacher: Power Point T

in Australia:
Student:
From Captain Dirk Hartog in 1616 to Captain
James Cook 1768 and Captain Arthur Phillip in Resources:
1788.
15-40 ICT exercise - Archaeology as evidence: Teacher: S
Students explore primary sources from ‘Objects
Student: Device
through Time’ between 1600-1788 and write a
brief summary (literacy) of why sources are Resources:
important in providing historical evidence. Must http://www.migrationheritage.nsw.gov.
include reference to the 1616 Dirk Hartog Plate. au/exhibition/objectsthroughtime-
history/1600s-1700s/index.html
Examples:
• 1787 Draught Instructions for Governor
Phillip
• 1787 Convict Love Token
• 1768 James Cook’s Secret Instructions
Students must note where the sources are being

kept – e.g. Rijksmuseum, Netherlands (Hartog
Plate)
Differentiated learning: Students of lower level

performance can just write on the Hartog Plate,
advanced learners can be asked to do 3-4
articles and to examine any relationship
between them.
40-55 Students now use the same website to complete Teacher: S

the ‘Objects in Time’ worksheet. Unfinished
Student:
worksheets to be completed as homework.
Resources:
Numeracy exercise: how old is the Hartog http://www.migrationheritage.nsw.gov.
plate? au/exhibition/objectsthroughtime-
history/1600s-1700s/index.html
Lesson Two Worksheet
55-60 Conclusion and summary of lesson Teacher: T
Student:
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
As a history teacher I have great tools available online for students to access and examine.
Letting the students discover artefacts as evidence of early contact with Australia will
improve their learning and critical analysis skills greater than straight rote learning.

HT4-2 describes major Student’s summaries of major events and sources from
periods of historical time ‘Object through Time’. Describing in their own words why
and sequences events, sources are important.
people and societies from
the past
HT4-5 identifies the Student’s examine artefacts such as the Hartog Plate as
meaning, purpose and evidence of the Dutch arriving on the Australian West Coast
context of historical and note in their summaries.
sources
HTLS-2 demonstrates an Their summaries will demonstrate sources from a range of

understanding of time eras (e.g. 1600-1700, 1778).
and chronology
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
indigenous culture
2.2 Connected sequence of three lessons – introducing colonialism, European
discovery of Australia and contact between the First Fleet and Aboriginals
3.5 Use of direct face to face teaching, websites and slides
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

References (In APA)
BBC. (2014). Captain James Cook (1728-1779). History. Retrieved from

http://www.bbc.co.uk/history/historic_figures/cook_captain_james.shtml
Editors of Encyclopaedia Britannica. (2020). Arthur Phillip, British Admiral. World History.
Retrieved from https://www.britannica.com/biography/Arthur-Phillip
Editors of Encyclopaedia Britannica. (2020). Dirck Hartog, Dutch Merchant Captain and
Explorer. World History. Retrieved from
https://www.britannica.com/biography/Dirck-Hartog
NSW Education Standards Authority (NESA). (2006). A classroom practice guide 2nd ed.
(2006). Retrieved from https://app.education.nsw.gov.au/quality-teaching-
NSW Education Standards Authority (NESA). (2016). History K-10 Syllabus (2012). Retrieved
from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-
k-10
NSW Government. (2017). Safework NSW: The Basics: Your Rights at Work. Retrieved from
https://www.safework.nsw.gov.au/
NSW Migration Heritage Centre. (2010). Objects Through Time. Retrieved from
http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime-
history/ott1788/index.html
Resources Attached:
Using primary resources to explore our past
1787 Draught Instructions for Governor Phillip

What was a major reason that Britain opted to send convicts to Australia?
What new trade opportunities did Australia offer geographically?
What does ‘terra nullius’ mean?
What were the king’s instructions to Captain Arthur Phillip in relation to the indigenous
people of Australia?
1787 Convict Love Token

What is ‘indentured convict labour’?
What was a key driver in increasing petty crime (and therefore criminal conviction) in
Britain at this time?
Where did Britain first establish its penal colony in Australia?
Where all of the convicts British?
What forced the settlers to urgently expand and seek new territories within New South
Wales?
What happened to Aboriginal people on those lands?

Lesson Plan
Contact History
Time: 60 minutes Total Number of students 30 Printing/preparation

Syllabus outcomes Letter to King George • The impact of • Consider and analyse the
• HT4-2 describes major III colonial settlement on the perspective of the first
periods of historical indigenous population people during the arrival of
time and sequences • Interactions the First Fleet
events, people and between the Colonial British • Analyse expert opinions
societies from the past and Aboriginal people and consider their
• HT4-5 identifies the credibility
meaning, purpose and
context of historical
sources
an understanding of
time and chronology
• Aboriginal and Torres Strait Islander • Alternative historical perspectives

histories and cultures • Evidence based writing
• Information and communication
technology capability
• Literacy & Numeracy

This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
and among students.

element
1.1 Students gain deep knowledge of historical contact between the British and Australian
Aboriginal people with evidence from reliable historical experts.
Students manage their time and learning during ICT exercise looking the Aboriginal Heritage
2.5 Office website and exploring indigenous history.
3.6 Tells a story of the contact between the British and indigenous Australians, and the impact
it would have on the first people.
T/S
Student:
Resources:
5-15 Looking from the perspective of Teacher: Power Point T

the first people: ‘Terra Nullius’ (no
Student:
one’s land) versus indigenous
kinship and transient living Resources:
15-20 YouTube: European Impact – Teacher: YouTube T/ S

examining friction between the
Student:
Europeans and Indigenous people
Resources:
Students directed to note the https://www.youtube.com/watch?v=yy30BB
credentials of the speakers, i.e. Z2xJw
Zoe Rimmer & Teangi Brown,

Indigenous Curators
Tony Brown, Elder & Historian
20-35 ICT & Literacy exercise: Students Teacher: S

visit the Aboriginal Heritage Office
Student: Device
website.
• Students need to list at Resources:
least two to three https://www.aboriginalheritage.org/history/h
negative impacts of istory/
European encroachment
in Australia.
Differentiation: one main

idea for lower level learners,
and three to four for
advanced learners.
• Summarise the way the

Europeans viewed the
indigenous people
Students examine the quoted

Primary sources as historical
evidence (e.g. Watkin Tench, Jan
1788 and Jenny Munro, Wiradjuri
nation)
Numeracy task: How many years

after the first fleet landing did
Judge Advocate David Collins
describe the terrible scene among
Sydney’s Aboriginal clans?
Students consider how much

suffering and change had been
incurred in that passage of time.
35-50 Literary assessment exercise: Teacher: S
Students write a letter to the King
Student:
of Britain explaining the
detrimental impact the first fleet Resources: Scaffold letter sheet
is having. Focus: using explored
sources as evidence of their
claims.
50-60 Overview and conclusion of three Teacher: T
lessons – Colonialism, the
Student:
discovery of Australia and the
impact on the indigenous people Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
It is important to provide authenticity to students, e.g. who are the people in the
video you are showing them? What are their credentials? This lesson also shows the
perspective of the Indigenous people rather than that of the Colonial British.

HT4-2 describes major Students list historical impacts of European settlement on
periods of historical time and Australian Aboriginal and Torres Strait Islanders
sequences events, people
and societies from the past
HT4-5 identifies the Students examine and use historians and historical web-
meaning, purpose and based information to craft a letter
context of historical sources
HTLS-2 demonstrates an Students examine indigenous history in the late 18th

understanding of time and Century and write to the (then) King of England.
chronology
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Standards
indigenous culture
2.2 Connected sequence of three lessons – introducing colonialism,
European discovery of Australia and contact between the First Fleet and
Aboriginals
3.5 Use of direct face to face teaching, website and slides
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

References (In APA)
Aboriginal Heritage Office. (2019). A Brief Aboriginal History. Retrieved from

https://www.aboriginalheritage.org/history/history/
Australian Institute of Aboriginal and Torres Strait Islander Studies. (2015). First encounters
and frontier conflict. Retrieved from https://aiatsis.gov.au/explore/articles/first-
encounters-and-frontier-conflict
Australian National Maritime Museum. (2016). European Impact. Retrieved from

https://www.youtube.com/watch?v=yy30BBZ2xJw
from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/hsie/history-k-10
NSW Government. (2017). Safework NSW: The Basics: Your Rights at Work.
Retrieved from https://www.safework.nsw.gov.au/
Resources Attached:
To His Majesty King George III, King of Great Britain.
Write a letter to the King of England describing the impact of the arrival of the First
Fleet.
Use historical sources to back up your claims including –
• Australian Institute of Aboriginal and Torres Strait Islander Studies

https://aiatsis.gov.au/explore/articles/first-encounters-and-frontier-conflict
• Aboriginal Heritage Office

https://www.aboriginalheritage.org/history/history/
• Objects through time (Migration Heritage Centre)

http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime-
history/ott1788/index.html
Consider including such ideas as –

• ‘Terra nullius’
• Existing indigenous nationhood and land use
• Aboriginal association with the land
• The impact of disease
• The impact of conflict
Does this help you understand better the position of Aboriginal and Torres Strait
Islander communities today? How valuable are historical sources in discovering the
full story of historical events?
Rationale
These three lesson plans have been designed using the Stage Four NSW Syllabus topic
“The Ancient to the Modern World” using Depth Study 6: Aboriginal and Indigenous
Peoples, Colonisation and Contact History (NESA, 2013). The lessons are designed to
complement student learning in a continuum, knowing that Stage Three includes “The
Australian Colonies and Australia as a Nation” and that in their coming Stage Five unit,
students will also undertake the mandatory Core Study: Rights and Freedoms (1945–
present) (NESA, 2013). As part of Topic 6d students will explore “the nature of British
colonisation of Australia” (NESA, 2013), and these lessons can be seated in or after an
exploration of a study of a resource colony such as the Dutch in Indonesia that would
allow for a comparison by students at the end of the topic.
The lesson plans will enrich learning on the Colonies and Australia historically while
the culmination in a “letter to King George the third” will be invaluable in developing
deeper thinking and critical historical analysis that will dovetail into the study of
“Rights and Freedoms”. This develops some of the core principles of the Quality
Teaching Model such as deeper thinking and background knowledge while also
building foundational historical analysis skills and critical thinking to enrich student
learning and development (Gore, 2007).
The first lesson lays a foundation about forms of Colonialism and provides
foundational definitions for students. By providing a geographical basis and context
for Britain and other European powers expanding their territories, students can
develop a more detailed understanding and “deep knowledge” (NESA, 2006) of the
historical context for the First Fleet arrival. Like all of the three lessons prepared, they
combine teacher and student focused elements as well as different forms of learning
and engagement, since it has been shown that students learn best when taught
through a multimodal pedagogical model including oral, visual, written and electronic
formats (Stefanakis, 2010). This also fulfils the History syllabus requirements that
students learn to research history through “traditional methods and ICT, including
evaluating web-based sources and using a range of technologies” (NESA, 2013). The
first map exercise is a good initial formative assessment and in-class exercise that
allows the teacher to open a discussion that will inform them of existing student
background knowledge and can be used to proportion time spent throughout the next
three lessons.
The second and third lessons are designed to build upon foundational knowledge
gained from each preceding lesson which has been shown to improve student
engagement, learning and confidence with the themes and content provided
throughout each stage (Stefanakis, 2010). Differentiated learning is offered
throughout each plan to scaffold different stages of learner while also helping to
identify achievement gaps for better informed pedagogy (Gore, 2007). In the second
lesson students get to examine historical artefacts as sources of historical evidence
and learn that such invaluable information can be “drawn from the physical remains
of the past as well as written, visual and oral sources” (NESA, 2013).
Students will also be directed to interrogate the oral sources they view online (for
example, the two indigenous curators) as part of their learning that history is narrated
and that there is “never only one uncontested version” (NESA, 2013). Once again, all
three lessons include ICT experiences as well as literary and numeracy skills which are
considered along with knowledge a cornerstone of schooling for young Australians
(Ministerial Council of Education, Employment, Training and Youth Affairs, 2008).

The flow of the lessons is for students to see the historical context of Britain searching
for colonial resources and land acquisition, to the landing of the First Fleet and on to
the impact and implications for Australia’s first people. The in-class workload is
designed to be able to be staggered based on the pace of the learners. The third lesson
especially provides students a differing perspective on the British arrival at Botany
Bay, providing insights into the historical cultural experience for Aboriginal and Torres
Strait Islander people. This begins to build student understanding of the historical
“social and political lenses” that history can be viewed through and provide a diversity
history of impact on indigenous culture and way of life as expressed within the cross-
curriculum priorities (ACARA, 2016).
The lessons have been scaffolded to culminate in a written assessment-style task that
will employ many of the skills students have been developing. While Street (2009)
suggests that increasing student’s literacy skills will improve their view of the world in
which they live, this exercise will also increase their world view while improving their
literacy in a pedagogical win-win situation. The ‘letter to King George the third’ will
require students to use effective historical sources while also developing their
appreciation of a sense of “civics and citizenship” (NESA, 2013) within the context of
the arrival of the First Fleet. This is essential to meet the prescribed need for students
to be able to “critically analyse and interpret sources of evidence in order to construct
reasoned explanations and a rational and informed argument based on evidence”
(NESA, 2013) while simultaneously providing evidence of learning. It will also create
an active classroom environment with stimulating discussion around these concepts
that will create an engaging history class for all students.
In conclusion, the three lessons are designed to build on previous student knowledge
of European contact with Australia and will go on to inform future study of Australia’s
history as well as indigenous history and impact of culture. Students will be directed
to investigate a brief history of colonialism and Britain’s Empire to create foundational
knowledge that explains the landing of the First Fleet before discovery the impact on
the Aboriginal and Torres Strait Islander people. They will investigate and interrogate
historical sources to make informed opinions around discourses on European
settlement while also gaining the opportunity to use their civic and social agency as
they represent the suffering of indigenous people in the letter exercise to conclude.
Exercises have been designed to be tailored to different learning needs with
scaffolded resources also included. To round out this pedagogy every effort has been
made to balance the time divided between teacher and student led learning, as well
as using multiple methods of delivering and engaging with the content, such as
through YouTube, online websites, power point slides and oral, numerical and written
tasks.
References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2016). Cross-

curriculum Priorities. Retrieved from https://www.acara.edu.au/curriculum/cross-
curriculum-priorities
Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels
of quality teaching. In J. Butcher & L. McDonald (Ed.), Making a difference: Challenges
for teachers, teaching, and teacher education (pp.15-33). Rotterdam, Netherlands:
Sense Publishers.
from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/hsie/history-k-10
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).

Melbourne Declaration on Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educ
ational_goals_for_young_australians.pdf
Stefanakis, E. (2010). Differentiated assessment: how to assess the learning potential of

every student. San Francisco, US: Jossey-Bass.
Street, B. (2009). Multiple literacies and multi-literacies. In R. BeardD. Myhill & M.

Nystrand The SAGE handbook of writing development (pp. 137-150). London: SAGE
Publications.

Lesson Plan: Syllabus Outcomes

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Lesson Plan

Date: dd/mm/yyyy Location Booked: History room Lesson Number: 1 / 3

Time: 60 minutes Total Number of students 30 Printing/preparation Copies of

Outcomes Assessment Students learn about Students learn to

Life Skills outcomes

• Information and communication • Seeing the fluidity of nations over time

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

5-8 Hook video: Colonial British as ‘Evil Empire’ –

Q. Why does Hollywood present the British East

(note to teacher: consider this as a historical

Advanced Learners: can be directed to look up

Student Source study: Access History UK Resources:

Maori revolt against British in NZ.

Withdrawal from Palestine, Africa and Hong

Lower level learners: Direct to 1770 and 1788 to

Advanced learners: Which major international

Numeracy: Students calculate how long Britain Teacher: S

55-60 Conclusion and summary of lesson Teacher: T

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HTLS-2 demonstrates an By studying a historical timeline of the British Empire

Graduate Evidence within this lesson

Staff and students should be familiar with emergency evacuation procedures.

Provide a safe and healthy workplace, (includes psychological and physical).

References (In APA)

Time: 60 minutes Total Number of students 30 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Life Skills outcomes

• Aboriginal and Torres Strait Islander Archaeological contributions to the study of

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

5-15 Recapping European first contact to settlement Teacher: Power Point T

• 1787 Convict Love Token

• 1768 James Cook’s Secret Instructions

Students must note where the sources are being

Differentiated learning: Students of lower level

40-55 Students now use the same website to complete Teacher: S

Lesson Two Worksheet

55-60 Conclusion and summary of lesson Teacher: T

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HTLS-2 demonstrates an Their summaries will demonstrate sources from a range of

Graduate Evidence within this lesson

Provide a safe and healthy workplace, (includes psychological and physical).

References (In APA)

BBC. (2014). Captain James Cook (1728-1779). History. Retrieved from

1787 Draught Instructions for Governor Phillip

What new trade opportunities did Australia offer geographically?

What does ‘terra nullius’ mean?

1787 Convict Love Token

Where did Britain first establish its penal colony in Australia?

Where all of the convicts British?

What happened to Aboriginal people on those lands?

Time: 60 minutes Total Number of students 30 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Life Skills outcomes

• Aboriginal and Torres Strait Islander • Alternative historical perspectives

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

5-15 Looking from the perspective of Teacher: Power Point T

15-20 YouTube: European Impact – Teacher: YouTube T/ S

Zoe Rimmer & Teangi Brown,