Redeemer Lutheran College Biloela

Year Level 5 Term 1 2025

Unit Name Duration Of Unit
Colonial Life in Australia 10 weeks

Unit Outline
During this unit students revised previous years content by looking at the original establishment of the first British colony in Australia in 1788. This was then extended by
looking at the locations of other colonies that developed after 1800 and the social, political and economic reasons for their development. Students examine daily colonial
life and how the locations for these colonies were selected. They compared the past and present landscapes of the sites that were colonised and analysed problems the
colonials faced and proposed solutions for them. Students investigated the roles of people and groups within the colonies before researching an event or development
that impacted on an Australian colony. Thes arranged their information on an Australian colony into a class retrieval chart. Students presented their information to the
class and also researched a significant person attached to the event or development. Through the unit links were made to the impact that settlement had on the local
indigenous populations.

Relevant Prior and Future learning linked to this unit

Content Descriptors related to the prior year’s learning Content Descriptors related to the next year’s learning
The diversity of First Nations Australians, their social organisation and their Significant individuals, events and ideas that led to Australia’s Federation, the
continuous connection to Country/Place (AC9HS4K01) Constitution and democratic system of government (AC9HS6K01)

The causes of the establishment of the first British colony in Australia in 1788 Changes in Australia's political system and to Australian citizenship after Federation
(AC9HS4K02) and throughout the 20th century that impacted First Nations Australians, migrants,
women and children (AC9HS6K02)
Develop questions to guide investigations about people, events, places and issues
(AC9HS4S01) Inquiry content descriptors are the same as Year 5.

Locate, collect and record information and data from a range of sources, including
annotated timelines and maps (AC9HS4S02)

Interpret information and data displayed in different formats (AC9HS4S03)

Analyse information and data, and identify perspectives (AC9HS4S04)

Draw conclusions based on analysis of information (AC9HS4S05)

Propose actions or responses to an issue or challenge that consider possible effects

of actions (AC9HS4S06)

Present descriptions and explanations, using ideas from sources and relevant
subject-specific terms (AC9HS4S07)

Year Level Description

In Year 5, the focus is on "Australian communities – their past, present and possible futures".

The Year 5 curriculum focuses on the development of colonial Australia after 1800, the relationship between humans and their environment, the development of
the economy, the features of Australian democracy and citizenship. Students learn about the reasons for the founding of a British colony in Australia, the impact
of colonisation on the environment, and the daily lives of different people within and around the colony. They explore the roles of people, including migrants and First
Nations Australians, in the development of events in an Australian colony. Students explore the human influences on the characteristics of a place and the way spaces in
the Australian landscape are managed, including the management of severe weather events. Students investigate the key values and features of Australia’s democracy.
They determine how people in the community cooperate to achieve civic goals. Students develop an understanding of natural, human and capital resources, and how
they satisfy human needs and wants.

Inquiry questions provide a framework for developing students’ knowledge, understanding and skills. They allow for connections to be made within and across the HASS
sub-strands or with other learning areas. The following inquiry questions are examples only and may be used or adapted to suit local contexts.

 How have individuals and groups in the past and present contributed to the development of Australia?
 How do people influence environments, and how do consumers and citizens contribute to a sustainable Australia?
 How have people enacted their values, beliefs and responsibilities about people, places and events, past and present?

Achievement Standard
By the end of Year 5, students explain the causes of the establishment of British colonies in Australia after 1800. They explain the roles of significant individuals or groups
in the development of an Australian colony and the impact of those developments. They explain the influence of people on the characteristics of places and in the
management of spaces. Students explain the key values and features of Australia’s democracy and how people achieve civic goals. They explain the nature of resources,
and how they meet needs and wants.

Students develop questions and locate, collect and organise information and data from primary and secondary sources. They evaluate sources to determine origin and
perspectives. Students evaluate information and data to identify and describe patterns or trends. They suggest conclusions based on evidence. Students consider criteria
in proposing actions or responses. Students select ideas and findings from sources and use relevant terms and conventions, to present descriptions and explanations.

Content Descriptors Addressed

History:
The economic, political and social causes of the establishment of British colonies in Australia after 1800 (AC9HS5K01)
The impact of the development of British colonies in Australia on the lives of First Nations Australians, the colonists and convicts, and on the natural environment
(AC9HS5K02)
The role of a significant individual or group, including First Nations Australians and those who migrated to Australia, in the development of events in an Australian colony
(AC9HS5K03)

Inquiry Skills:
Questioning and research:
Develop questions to investigate people, events, developments, places and systems (AC9HS5S01)
Locate, collect and organise information and data from primary and secondary sources in a range of formats (AC9HS5S02)
Interpreting, analysing and evaluating:
Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships (AC9HS5S03)
Evaluate primary and secondary sources to determine origin, purpose and perspectives (AC9HS5S04)
Concluding and decision-making:
Develop evidence-based conclusions (AC9HS5S05)
Propose actions or responses to issues or challenges and use criteria to assess the possible effects (AC9HS5S06)
Communicating:
Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions (AC9HS5S07)

Highlight the Cross Curriculum Priorities and General Capabilities addressed in this unit of work.

The 3 cross-curriculum priorities in the Australian Curriculum are:

 Aboriginal and Torres Strait Islander Histories and Cultures
 Asia and Australia’s Engagement with Asia
 Sustainability

The 7 general capabilities in the Australian Curriculum are:

 Critical and Creative Thinking
 Digital Literacy
 Ethical Understanding
 Intercultural Understanding
  Literacy
 Numeracy
 Personal and Social capability
Summative Assessment Make judgments

Assessment date Tools

Students research an event or development that impacted an Australian colony. Create a Week 7-10 Retrieval chart summary and presentation
summary that will be arranged on a class retrieval and present the event to the class.

Differentiation for students with disabilities and/or learning difficulties

Adjustments required on a regular basis
Student Impact of disability Instructional Adjustments Environmental Adjustments
Alysha Heit (AH) Cognitive  Verify understanding before allowing the student to  Implement regular movement breaks to help
ADD/ADHD Supplementary move away from the carpet. manage energy levels and improve focus.
 Repeat instructions and, if necessary, demonstrate  Position his desk at the front of the classroom to
by writing on the whiteboard in front of the student reduce distractions.
when instructions are not displayed at the front.  Seat him next to a capable, responsible, and
 Utilize a visual timer to indicate how much time is patient peer who can encourage him to
remaining for the task. concentrate.
 Provide extra processing time to ensure  Carefully select partners or group members for
comprehension and completion of work. collaborative activities to create a supportive
 Offer scribing assistance for tasks or write on a learning environment.
separate piece of paper for the student to copy  Use a visual timetable along with a clock and
from. clearly written instructions on the board to provide
 Have the teaching assistant or teacher conduct guidance throughout the day.
regular check-ins to ensure the student remains on  Allow access to fidget toys and a quiet space to
task. help him regain composure when feeling
overwhelmed.
 Provide support by scribing all or part of his work
from the board, adjusting the level of assistance
based on his fatigue and the amount of content to
be written.

Harrison Howell Cognitive  Confirm that he is focused before beginning the  Monitor his frustration levels closely to respond
(HH) lesson to ensure engagement. proactively and provide support as needed.
  Position him at the front corner of the classroom for  Utilise a visual timetable to outline the daily
Speech optimal attention. schedule and help him stay organized.
difficulties due  Conduct constant check-ins, and be prepared to sit  Place a visual feelings scale on his desk to facilitate
to mouth ulcers with him as he completes his work if necessary. communication about his emotions.
 Offer differentiated tasks and simplified instructions  Maintain constant teacher monitoring to help
to meet his learning needs. ensure he stays focused throughout the lessons.
 Provide praise and recognition when he successfully  Have the teaching assistant work with him while
completes all work independently. encouraging independence in starting tasks.
 Regularly remind him of the expectations and
continuously monitor his progress to ensure he
remains on task.

Lex Carter (LC) Cognitive ADHD  Ensure he is focused before starting any instructions  Actively monitor his frustration levels to address
to facilitate engagement. any issues promptly and provide support when
 Verify his understanding of the material and allow needed.
extra processing time as needed.  Utilise a visual timetable to outline the daily
 Conduct constant check-ins, and be prepared to sit schedule and help him stay organized.
with him during work sessions if necessary to  Seat him next to a capable, responsible, and
provide support. patient peer who can encourage him to maintain
 Offer differentiated or simplified tasks and focus.
instructions to accommodate his learning needs  Carefully select partners or group members for
effectively. collaborative activities to create a supportive and
constructive learning environment.

Reuben Peyper Social/emotional  Check he is focused before starting instructions.  Desk at the front of the classroom on an end.
(RP)  Give two choices when he is refusing an Seated next to responsible and able peer- may
instruction. need to change regularly.
 Ask him questions or to repeat instructions if he  Student can move desk away from peers (as long as
looks unfocused. it is to a place he can still see) if he needs space or
 Check-in 1-1 with him when starting tasks and assist choose alternative seating such as the back
as required- but try to encourage him to be table/wobble stool.
independent.  Regular movement breaks
 Check for understanding and allow extra processing  Choose partners or group members during
time. collaborative activities carefully.
 Provide differentiated/simpler instructions and  Visual timetable and instructions written on
break tasks down into 1-2 steps at a time. board.
 Remind him of expectations and monitor constantly  Monitor for anxiety, distress or frustration and
to ensure he is on task. address promptly.
  Allow regular movement breaks.  Provide constant positive reinforcement and
 Monitor for anxiety or frustration and address early encouragement when he is doing the right thing.
to prevent meltdowns.  If possible, ignore minor behaviours or find
positives in them.
 Encourage and model socially appropriate
interactions with peers.
 Monitor to ensure appropriate participation in
group activities.
 Support when frustrated or distressed to calm
down- take deep breathes and explain
the situation from the other person’s viewpoint
and
how can we fix it.
Robert Cognitive ADHD  Check he is focused before starting instructions.  Regular movement breaks. Student may choose
Carew (BC)  Ask him questions or to repeat instructions if he alternative seating such as a wobble stool.
looks unfocused.  Desk near the front or edge of the classroom.
 Use his name to get his attention or ensure he is  Sit next to an able, responsible and patient peer
listening. who encourages him to focus.
 Check for understanding and give extra processing  Choose partners or group members during
time. collaborative activities carefully.
 Remind him of expectations and monitor constantly  Visual timetable + clock and instructions written on
to ensure he is on task. board.
 Allow regular movement breaks.  Access to alternative seating when required
 Break down task into smaller/simpler steps. providing appropriate usage.
 Scribe for him during written tasks or translate his  Access to fidget toys and quiet space when feeling
handwriting. overwhelmed.
 Simplify explanations and support with real life  Support by scribing all or part of work to be written
examples, models etc. from the board- depending on fatigue and
amount.
 Monitor to ensure appropriate participation in
group activities.
 Support him when frustrated or distressed to calm
down- take deep breathes and explain the situation
from the other person’s viewpoint/how can we fix
it.

Lex Carter (LC) Cognitive  Ensure he is focused before starting any instructions  Actively monitor his frustration levels to address
to facilitate engagement. any issues promptly and provide support when
  Verify his understanding of the material and allow needed.
extra processing time as needed.  Utilise a visual timetable to outline the daily
 Conduct constant check-ins, and be prepared to sit schedule and help him stay organized.
with him during work sessions if necessary to  Seat him next to a capable, responsible, and
provide support. patient peer who can encourage him to maintain
 Offer differentiated or simplified tasks and focus.
instructions to accommodate his learning needs  Carefully select partners or group members for
effectively. collaborative activities to create a supportive and
constructive learning environment.

Dylan Wilkie Social/Emotional  Check he is focused before starting instructions.  Desk near the front of the classroom or
(DW)  Ask him questions or to repeat instructions if he separately.
looks unfocused.  Choose partners or group members during
 Check for understanding + extra processing time. collaborative activities carefully.
 Monitor very carefully during class for attention, off-  Monitor student seated next to him, may need to
task behaviour or disturbing others. be changed regularly if they are losing patience.
 When he becomes emotional or frustrated with  Provide regular movement breaks.
classroom activities or refuses to work assist him in  Access to fidget toys and quiet space when feeling
calming down and explain the purpose of the overwhelmed.
activity to him - if this does not work then remind of  Visual timetable and instructions written on
consequences of not completing work in class board.
 Simplify explanations and support with real life  Encourage and model socially appropriate
examples, models etc. interactions with peers.
 Monitor to ensure appropriate participation in
group activities.

Cody Cognitive ADHD  Check he is focused before starting instructions.  Desk near the front of the classroom next to a
O’Toole (CO)  Ask him questions or to repeat instructions if he quiet and focused peer who he will not talk to
looks unfocused.  Constant teacher monitoring for focus and
 Check for understanding + extra processing time. completion of class work
 Constant check-ins/reminders to ensure he is  For tasks that are to be completed over multiple
focused, on-task and completing work at an lessons give him a goal he has to reach each day
appropriate speed.  Visual timetable and instructions written on
 Provide differentiated/simpler instructions and board.
break tasks down into 1-2 steps at a time.  Monitor for fatigue, anxiety and being
 Simplify explanations and support with real life overwhelmed by classroom tasks- when this occurs
examples, models etc. provide reassurance.
 Monitor handwriting and make sure it is legible.  Provide constant positive reinforcement and
 Constant reminders to focus on neatness and encouragement to keep working.
legibility of handwriting.  Monitor to ensure appropriate participation in
group activities

Identify Curriculum
Week Teaching and Learning Supportive Learning Environment

Teaching Strategies and Learning Experiences Resources Assessment Adjustment

Formative and for Learner’s
Summative needs
1 Establishments of Colonies:  Blank map of Australia (includes Formative:
LI: answer key) Colonies Reasons
Students will know the reasons for the establishment of colonies in  Colonies Reasons Sort (includes Sort - Students
Australia after 1800. answer key) correctly put the
SC:  First Fleet Video (BTN clip): reasons under
Students can list the reasons for establishment of British colonies in https://www.youtube.com/watch political, economic
Australia and can locate those colonies on a map. ?v=MnUNEkMsjfY or or social.
https://www.youtube.com/watch Blank Map -
1. Why do you think Britain sent people here to start colonies? (Placemat) ?v=Q1PLNK1bht0 Note: First video Students are able
2. Watch video on First Fleet and review actual reasons for establishing a has one cartoon picture featuring to accurately map
colony in Australia. naked Aboriginal Women the first few
3. Students sort the reason for British colonies in places like Moreton Bay,  Books or internet to research settlements within
Van Diemen’s Land, WA and Vic as to whether they were political, settlement locations (optional) Australia.
economic or social. Define key terms first.
4. Mark Colonies Reasons Sort.
5. Students map where these colonies were. You may like them to research
this themselves or tell them where to add the labels based on the answer
key.
6. Read to improve students understanding of First Nation People’s life
before the First Fleet.
2 Colonial Life: Proposed Colony Sites Formative:
LI: Inhabitants Matching Activity Observation –
Students examine daily colonial life and how the locations for these (includes answer key) (Pre-cut to save Students are able
colonies were selected. time) to discuss
SC: proposed colony
Students explain features of a settlement site that would justify it as a sites based on
choice for selection. factors that would
Students understand the what the daily life of various colonials would be have been
like. important to
1. Review content from previous lesson (Questioning) colonials.
2. When picking a settlement site, what kinds of things should you Inhabitants Match
consider? E.g. shelter, protection, land for building, land for farming, Activity - Students
food, water etc. (Think. Pair. Share.) collect match up
3. Students examine 4 pictures of possible sites for colonising and must the various aspect
pick one and justify why (Group Work) of daily life of
4. Allow groups to present which one they picked and their reasons. different colonials.
Relate this back to how the colonials would have picked their areas and
things they would have looked at (ship access, soil fertility, wind,
building supplies, food supplies, weather etc.) (Discussion)
5. Go through the different people that were in the colonies; convict
(forced to travel as punishment), officer (worked for the crown to keep
convicts in line), free settle (chose to travel), women (either married to
officers or came hoping to marry), families, indentured labourer (taken
from their families and forced to work)
6. Students match up aspects of daily lives of different inhabitants

3 Environmental Changes: Rough pictures to work from for each Formative:

LI: time period Observation of
Students compare the past and present landscapes of the sites that were Materials to make 3D landscapes discussion -
colonised. from. I find it is best to give each Students are able
SC: group a flat 30x30cm piece of card to to pick out key
Students identify the changes in the environment before and after build upon. changes between
settlement. each model/time
period in the
1. Review previous content (Questioning) environment.
2. Students are given a time period to produce a 3D model of Sydney
Cove where the first European colony was established in Australia. Tell
students their model does not have to be an exact replica but more to
 give an idea of environment to building ratio and the type of
environment
3. Students present their model to the class and point out its key features
4. Students compare the models to see how the environment changed
and speculate reasons for each of the changes (Discussion)

4 Colonial Challenges: Colonial Challenges Presentation Formative:

LI: Observation of
Students analyse problems the colonials faced and propose solutions. groups - Students
SC: are able to
Students are able to provide solutions to the challenges, reflecting an formulate
understanding of colonial resources and technology. solutions to the
challenges,
1. Review previous content (Questioning) reflecting an
2. Present the first challenge. Define any words necessary understanding of
3. Allow time for students to come up with possible solutions to the colonial resources
challenges involving only resources and technology that would have and technology.
been available to the colonials
4. Allow groups to share solutions with the class
5. Show the next slide with the colonial’s response at the time
(Discussion)
6. Repeat for as many challenges as you have time for

5 Migrations: Migration Comprehension Activity Formative:

LI: (includes answer key) Migration
Students state reasons why people migrated to Australia including where Comprehension
they came from, their experiences and contributions Activity - Students
SC: are able to
Students can summarise a text, identifying the who, what, where, when, correctly fill in the
why and how people migrated to Australia. table.

1. Review previous content (Questioning)

2. Students read a comprehension text on the migrations of groups of
people to Australian colonies
3. Students complete questions about the comprehension text (Table)
4. Revise why each of the colonies were established where they were
(Discussion)
6 Roles of Individuals: Role/Group Information Texts (There Formative:
LI: are 12 different cards. Print enough Eight Square -
Students investigate the roles of people and groups within the colonies duplicates so all members of the class Students fill out all
SC: have a card) the sections
Students explain the role of one group of people that helped shape a colony Blank Paper for Eight square correctly.
and share with the class.

1. Review previous content (Questioning)

2. Students are given a short text on an important role or group who
helped shape a colony. They must learn the information, so they pass
that information on to others in the class including the impact that
person had.
3. Students match up with others who had a different role/group. They
record the role of the person and some key words about that role while
providing the other person information back. They continue meeting
other people until their sheet is complete (Eight Square)
4. Go through and check answers (Discussion)

7 Researching Event/Development:  Timeline of Colonial Events Summative:

LI:  Research Retrieval Chart Research Retrieval
Students research an event or development that impacted on an Australian  Sources of Information (e.g. Chart –
colony books, internet etc.) Information has
SC: been summarised
Students use key words and summarise details of an event that impacted and is in key word
format.
an Australian colony.

1. Review previous content (Questioning)

2. Go through a timeline of events and development (Discussion)
3. Students pick one event to research and fill in Research Retrieval Chart.
Try to have at least one student on each event. Please note- Rule of
Law can be hard to research so should be a more able student
(Retrieval Chart)

8 Event/Development:  Research Retrieval Chart from Summative:

LI: previous lesson Rubric - Mark
Students arrange their information on an event or development that  Report Rubric (Two options students’ reports
 impacted on an Australian colony. included - one with the against marking
SC: presentation, one without) rubric.
Students write a brief report on a chosen event that impacted an Australian  Items for producing report e.g.
colony and presents it in an interesting manner. iPad, computer, paper, cardboard
etc.
1. Students produce a report on the event they researched last lesson. Go
through the Marking Rubric with the students so they know what level
of work is expected when producing this report
2. Students decide on a way to present their information (e.g. book
creator app, PowerPoint, Poster, Book)
3. Students produce the good copy of their report

9 Presentations:  Student’s information to present Summative:

LI:  Significant Events Retrieval Chart Presentation
Students present their information on an event or development that had an Rubric - Mark
impact on an Australian colony. students against
SC: rubric.
Students are able to listen to the information presented by others and Retrieval Chart -
record the key information. Students are able
to listen to the
1. Students present their information to their peers. information
2. Have students summarise information onto a retrieval chart as they are presented by
listening. They can pull different bits of information from different others and record
peoples reports if more than one person is presenting on a topic. the key
information.
10 Significant Colonial People: Bio Sheet (includes marking key) Formative:
LI: Sources of information e.g. internet, Bio Sheet -
Students research a significant person attached to the event or book Students are able
development they researched. to fill in key
SC: information.
Students create a bio sheet on a significant Australian person in early
Australian colonial times.

1. Review previous content (Questioning)

2. Students select a person from the colonial era to research. This could
be a person from their previous research project on a significant event
or a significant women or Aboriginal person such as Edith Cowan,
 Maria Lock, Mary Bryant, Mary Reiby, Mary Mackillop, Truganini,
Bennelong etc
3. Students research the person to fill out the bio sheet
4. Students tell the rest of the class about their person and what they did
in 30 seconds (Elevator Speech)
5. What if your person had not been involved in the event? How would
things have gone differently?

Reviewing and Monitoring of Adjustments

Reflections should be completed at the end of each week
Week Initial of student Reflection (example provided)
or students

1 A.L Adjustment met the needs of student. Recommend continuing to provide support to get started on tasks- quickly. Check ins still required.
Adjustment wasn’t successful because ...(student was absent, tired, TA unavailable, dynamics of group conflicted with learning
opportunities etc.)

Use feedback

Ways to monitor learning Introduce Rubric and outline expectations.

and assessment
Show “Extending” example and outline features of the same.

Feedback to students Students to participate in Peer editing and review with set buddies.

Reflection on the unit plan Identify what worked well during and at the end of the unit, including:

activities that worked well and why

activities that could be improved and how

assessment that worked well and why

assessment that could be improved and how

common student misconceptions that need, or needed, to be clarified.