Unit/Topic: Migration to Australia

Date: 2/09/2015

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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Lesson Plan 8

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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Lesson Plan 8

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

Presentation Day
Time
N/A

Main Content
Students present presentations to the

class

explain, model and

Students complete Peer Assessments

scaffold

whilst listening to presentations.

Teaching Approaches
Teacher needs to

Class summarise Discussion:

listening and
behaviour

Guiding Questions;

Teacher to reinforce

strategies.

Name two things you learned during this

unit that surprised you?

SSO or Indigenous
support worker

Shocked you?

Made you feel happy or sad?

Was there anything that you didnt

student in the

understand?

audience (peer) a

Was there any information that you

question on the

previously thought you knew that has

previous

changed?

classmates

Teacher to ask a

presentation to

Students to complete self-assessment

ensure student

task

focus and
engagement at all
times.
Teaching
Strategies
Planning and visualising
explicit processes.
Working non-verbally with

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Lesson Plan 8

self-reflective, hands-on
methods.
Learning through images,
symbols and metaphors.
Learning through placeresponsive, 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.

Notes for Teachers

Make sure that all the equipment is available for students to use.

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

SAFETY CONSIDERATIONS/MATERIALS
First check or revisit the schools policy on safety in the classroom and on
excursions.
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Lesson Plan 8

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.

ASSESSMENT
A summative assessment will be done by teachers on their presentation.
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

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On Completion

Lesson Plan 8

(10%)

REFLECTION
1.
2.
3.
4.
5.

Give an overall rating on how the unit went.

Were the students engaged for the unit?
Did students grasp the technological skills required?
Did technology hinder or enhance the students research time?
Was the inquiry question grasped by students?

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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Lesson Plan 8