Unit/Topic: Migration to Australia

Date: 15/08/2015

Key Learning Area: History

Year Level: 5/6

UNIT OUTCOMES:
Year 5 Outcomes: Historical Knowledge and Understanding
The Australian colonies:
The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony. (ACHHK096)
Elaborations

Identifying the reasons why people migrated to Australia in the 1800s (for
example as convicts; assisted passengers; indentured labourers; people
seeking a better life such as gold miners; and those dislocated by events
such as the Industrial Revolution, the Irish Potato Famine and the Highland
Clearances)

Investigating the experiences and contributions of a particular migrant group

within a colony (for example Germans in South Australia, Japanese in
Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer
River, Pacific Islanders in the Torres Strait)

Year 6 Outcomes : Historical Knowledge and Understanding

Australia as a nation:
Key figures and events that led to Australias Federation, including
British and American influences on Australias system of law and
government.(ACHHK113)
Elaborations

Studying Australias path to Federation through an examination of key

people (for example Henry Parkes, Edmund Barton, George Reid, John Quick)
and events (for example the Tenterfield Oration, the Corowa Conference, the
referendums held in the colonies from 1898 to 1900)

The contribution of individuals and groups, including Aboriginal and

Torres Strait Islander people and migrants, to the development of
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Australian society, for example in areas such as the economy, education,

science, the arts, sport. (ACHHK116)
Elaborations

Investigating the role of specific cultural groups in Australias economic and

social development (for example the cattle industry, the Snowy Mountains
Scheme, the pearling industry)

Historical Skills: Chronology, terms and concepts

Use historical terms and concepts (ACHHS099)
Elaborations:

Using historical terms (such as the gold era, the Eureka Stockade, the Myall
Creek Massacre, colony)

Historical questions and research:

Identify questions to inform an historical inquiry (ACHHS100)
Identify and locate a range of relevant sources (ACHHS101)
Elaborations:

Using internet search engines, museums, library catalogues and indexes to

find material relevant to an inquiry (for example primary sources such as
stories, songs, diaries, official documents, artworks)

Understanding the internet domain names com, edu, gov as indicators of

the provenance of a source

Analysis and use of sources:

Locate information related to inquiry questions in a range of
sources(ACHHS102)
Compare information from a range of sources (ACHHS103)
Elaborations:

Finding relevant historical information about colonial Australia from primary

and secondary sources

Examining two sources of evidence to identify similarities and/or differences,

and describing what they reveal about the past

Explanation and communication:

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Use a range of communication forms (oral, graphic, written) and digital

technologies (ACHHS106)
Elaborations:
Using ICT to create presentations which are suitable for the target audience and
include text, images and/or audiovisuals

Reflection on Migration to Australia

Time
20mi

Introduction:

Teaching Approaches

Class to have a group discussion about

what they learnt on the excursion.
Students break off into their groups that

discussion getting

they were allocated at the excursion.

Students will now have time to discuss

one fact about their

what they have found on the unit topic.

Students to bring their worksheets, KWL

excursion.

ns

and Word Walls to their groups to

Teacher to lead the

students to share
notes on the

Teacher to circulate

collaboratively share what they have

around each group

learnt so far.

to give support and

prompt group
discussion.

Teacher to keep students

on task

Teaching
Strategies
Planning and visualising
explicit processes.
Working non-verbally with
self-reflective, hands-on
methods.
Learning through images,
symbols and metaphors.
Learning through placeHenderson, J

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responsive, environmental
practice.
Using indirect, innovative
and interdisciplinary
approaches.
Modelling and scaffolding
by working from wholes to
parts.
Connecting learning to
local values, needs and
knowledge.
To be carried out
throughout the lesson
where appropriate.
Many of the above
strategies support the
way Indigenous
students learn.
Time
30mi

Main Content:
Students will continue to add to their

ns

Teaching Approaches

Teacher to make

word wall and KWL chart.

sure each student

Using the iPads students write down five

facts about what they found on the
excursion in iCardsort.

is adding
information to
both their word
wall and KWL
charts.

Indigenous
students will be
supported if
needed by the
SSO or indigenous
support worker.

Time
10mi

Conclusion:

Wheel of fortune will be played in teams.

ns
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Teaching Approaches
Teacher will choose
appropriate words

Lesson Plan 3

related to the unit

topic. Students will
have a chance in
their groups to
guess the word and
score points for
their team.

Notes for Teachers

Float around the room to ensure that all students have some understanding
of what is required of them.

Make sure iPads are charged from excursion.

Have an appropriate immigration wordlist for game

RESOURCES
Printer access
Library access
Classroom support (SSO/Parent/ Indigenous support worker)
History books and/or paper
Internet access
Interactive whiteboard
iPads

SAFETY CONSIDERATIONS/MATERIALS
First check or revisit the schools policy on safety in the classroom and on
excursions.
Check health records on each student so you are aware how to react to any
potential problems.
Always test each activity by yourself before engaging in a lesson with the students.
Explain to the students about any potential dangers that could be involved in the
lesson.
Before each lesson, display and discuss with the students about safe practices.
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Lesson Plan 3

ASSESSMENT
For this lesson there will be a formative assessment of teacher collaboration with
students on the KWL chart and word wall.

Note* This will be the main focus for this lesson. Teacher to make sure they are
aware of the overall summative assessment and take note on each student in each
individual lesson

Whole Unit Assessment

Type of

What will be assessed

When it will be

assessmen
t

assessed
Organization, Collaboration and Responsibility

Participation

Throughout the
assignment (20%)

Knowledge, research and ICT skills

Research

On
Completion/Markin

Knowledge and researching skills

Excursion

g (20%)
On completion

Poster/Powerpoint, Oral, audio and supporting

(10%)

Presentation

documents (rough copies) Identifying of

of Learning

learning journey and demonstrating historical

On

understanding and knowledge

Completion/Markin
g (40%)

Self and
Peer
assessment

On Completion
(10%)

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REFLECTION
1. Was this lesson successful.why or why not?
2. If we do this again, what can I do differently to help you learn more?
3. Were the students engaged in the lesson?
4. Did students grasp the technological skills required?
5. Did technology hinder or enhance the students research time?
6. Have students gathered more information on their KWL/Word Wall?

References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). The
Australian curriculum. History. Retrieved September 15, 2015, from
http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1
Purdie, N., Milgate, G. and Bell, H.R. (2011). Two Way Teaching and Learning.
Victoria, Australia: ACER Pres

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