HISTORY

Planning
Document
Primary &
Secondary
University of
Notre Dame

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3
week4-6
Literacy

YEAR LEVEL: 4

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

L1

AUSTRALIAN
CURRICULUM
LINKS

Historical
Historical Skills
Knowledge &
Understanding

Stories of
the First
Fleet,
including
reasons
for the
journey,
who
travelled
to
Australia,
and their
experienc
es
following
arrival.
(ACHHK0
79)

Pose a
range of
questions
about the
past
(ACHHS08
3)
Develop
texts,
particularl
y
narratives
(ACHHS08
6)

AUSTRALIAN CURRICULUM HISTORY

LEARNING AREA/TOPIC: History

Critical and creative
thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

By the end of
this lesson
students will
be able to:

Teacher
makes
observational
notes for the

Research
information on a
given topic and
present this
verbally to the
class

Marking rubric
for the final
diary letter.

Identify different
perspectives on
events in
Australian
history
Express
knowledge
through a letter
or diary entry

General Capabilities:
Personal and social
Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

INTRODUCTION
As a class discuss the prior knowledge
(key questions).
Ask students their knowledge on
convicts. Any questions that arent
answered will be included in the mind
map. Create a class brainstorm on the
interactive whiteboard using Popplet.
The topic of the mind map will be
convicts. Ask students what they
would like to know about convicts.
Ensure to cover
who/what/when/where/why.
This will be done as a class on the
interactive whiteboard and left there
for the remainder of the lesson.
BODY
Individually or in small groups
(dependant on iPad/internet
availability students will be allocated
a topic from the Popplet mind map.

When/why/
how did the
First
Settlers
arrive in
Australia?
How did the
British feel
about the
new land?
How did
Aborigines
feel about
the
invasion on
their home?
CONVICTS
Why were
they jailed?
What were
their
conditions?

RESOURCES

Interactive
whiteboard
iPads/laptop
Popplet
Google docs
Weebly

based on
research and
empathy.

They are to search this topic

gathering enough information so that
they can share with the class and
teach the class about their topic.
Students will then be linked to a
Google docs page where they can put
all of their information into preallocated categories.
This will become a class document
accessible for everyone.
The information will be presented by
each group of students who
researched that particular category.
Students will each share some
information by speaking as a group in
front of the class as if they were the
teacher.
Students are then asked to
individually write a detailed letter or
diary entry as either a convict in
prison or a prison guard. (This will
follow a planning, and then writing
process).
The will be uploaded to the weebly
and presented in a class compilation.
Discuss with students the marking
rubric to identify what needs to be
included.
CONCLUSION
Ask students why they chose the
particular point of view to write their
letter. What emotions did you choose
to reveal in the letter?
Lead onto the next lesson Based on
the living conditions do you think
anybody escaped? How? What do you
think the punishment was?

L2

Collect,
access
and
present
different
types of
data
using
simple
software
to create
informati
on and
solve
problems
(ACTDIP0
09)

Sequence
historical
people
and
events
(ACHHS08
1)
Locate
relevant
informatio
n from
sources
provided
(ACHHS08
4)
Identify
different
points of
view
(ACHHS08
5)

By the end of
this lesson
students will
be able to:
Use common
software to
source relevant
information
Work together in
groups to
develop digital
texts based on
the information
collected.

Observation of
group work
cooperation.
Popplet mind
map saved
and used as a
portfolio item
for the series
of lessons.
Teacher notes
on the note
taking ability
of students.
Marks for the
Kahoot quiz
will be
recorded.

INTRODUCTION
Revise prior knowledge on Australian
Identity and culture through revision
and higher level questioning,
prompting thought for this lesson.
Todays focus will be on Ned Kelly
ask for prior knowledge.
Cover objectives. By the end of the
lesson you will all hopefully have
shown me your ability to obtain facts
from different sources, and with this
information show me what you know
in the form of a quiz
BODY
In pairs of three, with at least one iPad
per group, groups are to move around
the classroom with access to different
QR codes leading to different sources
holding information about Ned Kelly.
From the sources take down 1-3
interesting facts that you read or
watch on the p app and create your
own group mind map. (Demonstrate
use of Popplet) Some information
might be positive about what he
represented or negative about his life
of crime.

What does
it mean to
be
Australian?
What
qualities do
Australians
possess?
What do we
know about
bushranger
s already?
Can anyone
think of
some
particularly
famous
bushranger
s in
Australian
history?
Why are
they so well
known?
What do
you know
about Ned
Kelly?

Ipad
Apps Popplet
and QR
reader
Kahoot
Youtube
Powtoon

Make sure students go to all stations

to cover all bases for the quiz.
Share information with another group
if you are complete. Bring the class
back together by clapping when all
are complete.
Ask a few students at random the
most interesting thing they learnt.
Discuss Ned Kellys identity as an
Australian and as a criminal.
Now with QR code students access
Kahoot. Depending on iPad availability
in groups or individually take the quiz.
Give the game pin, the students
through the series of questions
created about Ned Kelly.

CONCLUSION
Summarise Kahoot results (who got
highest etc.), did this reflect their
notes on Popplet?
Via a QR code, students are asked to
give feedback on Padlet. Aim for two
stars and a wish, and share how the
incorporation of ICT worked in
relevance to the lesson.

Why are
Australians
infatuated
by him
even
though he
was a
criminal?

Do you
think you
did well
because of
your notes?
Did using
technology
help you
remember
the
information
?

L3

ACTDIK0
07

ACHHS08 By the end of

this lesson
1

ACTDIP0
09

ACHHS08
4

students will
be able to:

Use common
ACHHS08 software to
source relevant
7
information.
Identify
significant
events in Ned
Kellys life.
Present a
chronological
sequence of life
events on a
timeline.

Checklist

Introduction- Students will be

researching special events of Ned Kellys
life to then be displayed in a timeline.
Demonstrate how to use Timeline
creator. Students will use the information
they collected on their Popplet from the
previous lesson and will also be using
Britannica.
Body- Students will use Britannica to
gather information, as well as use the
information they collected on their
Popplets in the previous lesson. They will
construct a timeline on no less than 10
life events using the ReadWriteThink.org
Timeline creator. Students can add
photos to timeline once all events have
been added.
Conclusion- Once students have
finished timelines they are to save and

What
events
might you
add to
your
timeline?
Other than
events,
what else
should you
include on
your
timeline?
What
events of
Ned Kellys
life did you
find
interesting

Popplet App
Laptop
Britannica
ReadWriteT
hink.org
Timeline
creator

L4

ACTDIP0
09

ACHHS08 By the end of

this lesson
3

ACTDIP0
13

ACHHS08
5

students will
be able to:

Explore
ACHHS08 different points
of views people
6
have about
ACHHS08 Ned Kelly.
7
Demonstrate
an
understanding
of others
thoughts and
opinions.

Rubric

print them. Class discuss what some of

the events they found interesting were.
Teacher collects timelines for marking.

Introduction- Students will be exploring

different views people had/have about
Ned Kelly and whether he was a villain or
a hero. Using this information they will
then form their own opinion.

Why is
Ned Kelly
portrayed
as a villain
and/or
hero?

Body- Working in small groups (between

4-6 children) students will construct a
mind map together using Spiderscribe to
identify the different views. Students will
then go on to work individually to write
up a new blog using Kidblog. Students
are to expand on each view and finish by
creating their own personal view.
Conclusion- Once students have
published their blogs they will then leave
comments on two other blogs (one which

How do
you
perceive
Ned Kelly?
Why?

Laptop
Spiderscrib
e
Kidblog

Express their
own opinion of
Ned Kelly
based on facts
and feelings.

agrees that Ned Kelly is a villain and one

which agrees that he is a hero).