History 2

Matthew McClure, SID: 18372205, History Curriculum Program
Rationale:
This ten-week unit of work is for Stage 5 learners at Bonnyrigg High School in Western Sydney. The school is in a lower socio-economic area and
contains:
 1595 enrolled students
 91 percent of whom are from non-English speaking background including:
 a majority of students coming from Southeast Asian backgrounds
 7 percent Indigenous population (ACARA, 2019).
In developing this unit, the Understanding by Design’s (UbD) three principles of backward mapping will be used to ensure content cohesion and
relevance throughout the unit and to prepare students for assessment success (Wiggins & McTighe, 1998). Within a UbD framework, the unit will
specifically use the following strategies:
 Inquiry-based pedagogy broadly guided by the TELSTAR methodology. This will include student-voice and self-direction, teacher modelling,
engaging prior knowledge and the use of ‘focus questions’ and threshold concepts to develop learning-threads throughout content. This will
involve students in constructing their own understanding of content and emphasise the process and related skills of learning (Szparagowski,
2014).
 Meta-cognitive engagement such as individual reflection and mapping one’s learning journey to help students review and solidify their knowledge
constructions.
 Eight Ways Methodology for Indigenous differentiation (Drozdowski, 2012)
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 Enrichment strategies for targeting Gifted and Talented (GAT) students
 Collaborative learning tasks including group work, paired learning and learning in the Zone of Proximal Development (Vygotsky, 1978).
Also, Bloom’s Taxonomy and formative assessments will be utilised throughout the program (Macleod & Golby, 2013). These will guide and measure
students’ attainment of curriculum outcomes and ensure the UbD framework is being effectively applied and adapted as required. Additionally, by using
the full range of teaching and learning strategies, students’ Learning Across the Curriculum needs will be consistently targeted. These include Literacy,
Numeracy and ICT skills, critical and creative thinking, civics and citizenship and the development of personal and social capabilities.
In providing a program of work that conveys curriculum content and learning outcomes, a broad array of academic literature has been drawn upon
with a consistent emphasis on constructivist methodologies. These works take Vygotsky’s 1978 views on the scaffolded nature of developmental
psychology as a basis. More recent works are subsequently employed to refine and extend this line of thought. This includes Lindsay’s (et al., 2019)
analysis of the role of differentiation within an inquiry-based, constructivist classroom. Khalaf’s 2018 literature review provides recommendations for
integrating inquiry and collaborative strategies within broader pedagogical narratives and curriculum outcomes. Importantly, these article makes
recommendations for on-going improvement of inquiry strategies and programming. Nash (et al., 2018) responds to criticisms of Vygotsky’s
recommendations and suggests how formative assessment, understanding student psychology and integrating critical and creative thought into a
program increases teaching’s efficacy.
The unit will address the Stage 5 History Depth Study, ‘The Globalising World’, under topic 5a ‘Popular Culture (1945-present)’ (NESA, 2012).
Historical concepts (for example contestability and empathetic understanding) and Learning Across the Curriculum outcomes (such as students’ literacy,
numeracy, and critical and creative thinking) will be routinely targeted. Works that have been used to guide programming and curriculum implementation
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include Wiggins and McTigh’s (1998) UbD proposal and Chapman’s (et al., 2018) case study of humanities program-implementation in regional
Australian schools. Because the UbD model is being used, it should be noted that the summative assessment will be a short essay in response to source
material. Consequently, the skills needed for success will be woven throughout the unit.
Unit Outline and Program:
Topic: Duration: 10 weeks, 3 hours per week (3 classes)

Stage 5, Depth Study, ‘The Globalising World’: ‘Popular Culture (1945-
present)’
Outcomes: Historical Concepts:
 Contestability
Students:  Significance
 explains and assesses the historical forces and factors that shaped  Perspective
the modern world and Australia HT5-1  Cause and Effect
 explains and analyses the motives and actions of past individuals  Change and Continuity
and groups in the historical contexts that shaped the modern world  Empathetic Understanding (Historical Empathy)
and Australia HT5-3
 explains and analyses the causes and effects of events and Key Inquiry Questions:
developments in the modern world and Australia HT5-4
 identifies and evaluates the usefulness of sources in the historical How did British and American culture influence Australia post-1945?
inquiry process HT5-5
 explains different contexts, perspectives and interpretations of the What sources can we use to measure external cultural influences?
modern world and Australia HT5-7
 applies a range of relevant historical terms and concepts when How did technological developments influence daily life in Australia?
communicating an understanding of the past HT5-9
What lasting effects has Americanisation had on Australian society?
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 selects and uses appropriate oral, written, visual and digital forms
to communicate ‘Big Ideas’:
 effectively about the past for different audiences HT5-10
Americanisation, Globalisation, Australia and Asia, historical inquiry and
Life Skills: the role of historians, Australian identity, cultural influence, art (film,
 HTLS-3, HTLS-4, HTLS-5, HTLS-6, HTLS-7, HTLS-9, HTLS-11, music, radio, fashion etc.) and perspective (bias).
HTLS-12, HTLS-13
Assessment of Learning: Importance of Learning and Skills:
800 word written essay that requires a source-based appraisal of causes Students develop an appreciation of the forces that shaped Australian
and effects in Australia’s post-1945 culture. Broadly, the assessment society following the Second World War. They observe the role of
targets outcomes HT5-4 and HT5-9 and measures literacy, research and America and Britain and the cultural forces unleashed by those nations. In
source analysis skills. turn, students gain an understanding of the forces that formed
contemporary Australian culture and values. This is facilitated by a
Assessment for Learning: source-based study that demonstrates the significance of historical inquiry
Formative assessments have been woven-in through the program and and historians in crafting historical narratives. Skills include students’
are detailed below. The program provides lesson-specific content and ability to:
task-based observations to determine student engagement and  Understand and apply knowledge from texts
teaching’s effectiveness. The program’s discussion of learning across the  Critique the validity of texts (both primary and secondary sources)
curriculum and threshold concepts enable formative assessments to  Use historical terminology to communicate meaning
measure students’ broader skill that extend beyond the individual class  Can effectively communicate in both written and spoken form
task. applying appropriate grammar laws
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Literacy, Numeracy and ICT focus and function in the unit:  Can understand and utilise numerical representations of historical
Literacy tasks are used throughout the unit to engage learners in content, data
develop research and critical analysis skills and ensure proficiency in  Identify causes and effects in historical developments
punctuation and spelling. The unit aims to produce clear and accurate  Undertake source-based research to solve set problems including
written communication skills. use of ‘focus questions’ to guide inquiry
Numeracy is used to provide multiple means of content representation.  Ethically use ICT to locate and utilise source material
This simplifies content and increases its accessibility to learners.  Appreciate the role of historians and interpretation in
The unit uses ICT to provide access to tasks, diversify activities and make understanding history (contestability)
the learning process generally more enjoyable. In doing this, it develops  Work collaboratively with peers to meet set goals
students’ Learning Across the Curriculum skills to provide them with the
abilities needed for post-school success.
Outcomes Learn About & Learn To Teaching and Learning Resources and Activities Evidence of:
and Strategies (1) Learning Across the
Concepts Curriculum
(2) Understanding by Design
Week 1 HT5-3  The nature of popular Teacher-led introduction Teacher-led introduction to the topic. Provide broad outline, Engagement with ICT resources
Lesson HT5-5 culture in Australia at the and summary of unit note skills to be targeted and summative assessment; use and use of critical thinking skills
1 -- end of World War II, PowerPoint for visual aids/stimulus. ‘Hook’ learners by to make deductions from source
Change and including music, film and Class discussion inviting them to share their thoughts and observations of material
Continuity sport (ACDSEH027) content: what do they already know of the topic? --
Historical -- Scaffolding, engaging Teacher introduction notes the
Empathy  identify the main prior learning Class discussion reviewing what students know about summative assessment (a
features of Australian World War Two (WW2) and Australia’s involvement in it. source-based essay) thus
popular culture at the PowerPoint: Visual and Invite students to share their personal ‘contact’ with the war highlighting broad skills needed
end of World War II, source-based learning (e.g. a family member’s participation). for success (e.g. source
including strategies analysis, literacy skills for an
music, film, fashion and Use PowerPoint (ICT) to provide visual sources depicting essay)
sport Group mind map Australian life following the war: domestic life, returning
veterans, women’s roles, food rationing etc.
Concept map and unit-
wide threshold concepts
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Students respond to ICT sources with a whole class mind

map detailing the period’s features. Formative Assessment:
use task to measure engagement with source material.
Provide a concept map for the unit to scaffold and link its
broad ideas and outcomes (e.g. modernisation, cultural
revolution and contestability). Define key terminology.
Week 1 HT5-3  The nature of popular Literacy/grammar test as Literacy/grammar quiz to settle students and formatively Students engage with ICT and
Lesson HT5-5 culture in Australia at the a ‘focusing/settling task’ assess their written communication skills: note areas for develop personal and social
2 HT5-10 end of World War II, future targeting. capabilities to collaborate in
-- including music, film and PowerPoint with visual pairs. Intercultural understanding
Change sport (ACDSEH027) sources of Australian Student direction: students form pairs and choose two of is fostered as students
Continuity -- music, film and sport several (teacher provided) visual representation of music, film understand and appreciate post-
Cause and  identify the main (pre-rock ‘n’ roll) and sport post-WW2/pre-rock (collaborative and visual war Australian culture.
Effect features of Australian learning). --
popular culture at the Visual and Collaborative Assessment criteria is worked
end of World War II, Learning Apply students’ source analysis to Bloom’s Taxonomy: towards by using Bloom’s
including students write-down what knowledge the sources provide Taxonomy. Relevant
music, film, fashion and Differentiation strategies (e.g. terminology, facts, deductions and inferences). ‘foundational skills’ such as
sport for GAT students knowing and valuing historical
ICT: video materials (https://ab.co/2KOv3PV, data are developed. Use of a
https://www.youtube.com/watch?v=O-1cz4gQXsE) literacy test to examine students’
grammar skills also works
Differentiate for GAT students (enrichment approach): toward the summative
encourage them to show comprehension of the content: e.g. assessment’s essay
note relationship between historical factors, account for requirement.
discrepancies and shifts (cause and effect).
Week 1 HT5-3  The nature of popular Whiteboard: teacher- Book computer room (for ICT access): Students engage with ICT to
Lesson HT5-5 culture in Australia at the direction and scaffolding facilitate a source-based study.
3 HT5-10 end of World War II, Scaffolding: On the whiteboard, teacher provides a list of They use critical thinking to
-- including music, film and Student inquiry through broad social realities in post-war Australia (e.g. religious life, extend their intercultural
Perspective sport (ACDSEH027) self-directed source public morality, White Australia Policy). Ask students what understanding regarding post-
Contestability -- analysis: PowerPoint, they know of listed subjects; provide brief elaboration. war Australia.
 identify the main ABC site --
features of Australian Source-based learning: students use ICT devices to access By providing both Indigenous
popular culture at the ICT, Eight Ways of ABC Education site (https://ab.co/2KOv3PV). They choose and non-Indigenous learning
end of World War II, Learning (Indigenous two of the following three sources to expand their knowledge pathways, students’ appreciation
Differentiation): website on specific aspects of Australian life: film excerpt, news of historical perspectives and
inconsistencies is fostered.
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including music, film, Numeracy report, radio broadcast. Sources include numerical These will enrich students’
fashion and sport representations of data (i.e. graphs and statistics). source analysis for the
Threshold concepts; summative task. Use of broad
content connectivity Indigenous Differentiation: use the Eight Ways principle of threshold concepts throughout
‘land links’ through the online resource https://bit.ly/2ICZjus; the unit will help learners
Find-a-word reinforcing students reflect on the Indigenous experience and White comprehend the ‘narrative’ and
key concepts Australia Policy. threads throughout content.
Graphic organiser Learning Threads (Connectivity): refer students to unit’s

(through ICT) concept map. Whole class reflection on what concepts have
already been considered (e.g. ‘stage and screen in 1940s
Australia’, using historical sources) and how they link with the
broader unit direction. Provide find-a-word of this content for
homework.
Week 2 HT5-1  Developments in Inquiry-based approach This lesson is overarched by the TELSTAR inquiry model: Students’ critical analysis of
Lesson HT5-4 popular culture in post- (TELSTAR model) which posted cut outs (Are they
1 -- war Australia and their includes a meta-cognitive ‘Tune in:’ Teacher-led discussion and handout engaging prior correctly placed? Why? Why
Contestability impact on society, element learning: what was Australia like post-WW2/pre-rock era? not?) draws upon critical thinking
Significance including the ‘Explore:’ Connectivity task: introduce new theme to skills. The nature of the task –
introduction of television Class discussion guide/’funnel’ learning: ‘How Australia Changed’. Engage cutting out and negotiating with
and rock 'n' roll prior learning by asking students what they know of the peers – encourages creativity.
(ACDSEH121) Connectivity using 1950s and rock music.
-- threshold concepts ‘Look:’ provide students with promotional posters from rock- The collaborative nature of the
 explain ways in which era film, TV, radio and theatre shows. Define key TELSTAR approach also
Australia in the 1950s Reflection to engage terminology. What can they add to their understanding? encourages development of
was influenced by prior learning Students write these down and cut them out. Provide TV students’ personal and social
American culture example: https://www.youtube.com/watch?v=O-1cz4gQXsE capabilities.
Pop culture posters: ‘Sort:’ Collaborative Task: teacher pins up pieces of paper --
collaborative and visual on the walls that provide broad categories (e.g. music, family Debating and critical thinking
source-based learning life, religion) students are to work together to sort and paste skills employed within the task
their cut-out observations into the correct categories. can be transferred for use in
Formative Assessment ‘Test:’ Collaborative Task: teacher leads a whole class students’ summative
discussion of responses to prior stimulus; have they been assessment. The continued use
Graphic Organisers pasted to the correct graphs? Why/Why not (note of broad threshold concepts
contestability)? provides a fluidity throughout the
‘Act:’ students correctly place any errant pasted responses or unit.
they provide a counter-argument to explain why it should not
be moved. Students’ engagement and use of critical
argumentation skills will provide a formative assessment
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‘Reflect:’ meta-cognitive strategy involving a whole class

discussion recapping key threshold concepts: what was
Australia like? What do the posters show about America?
How do we think America may have changed Australia?
NOTE: visual sources should support teacher introduction of

key pop culture figures such as Elvis Presley, Buddy Holly,
Carry Grant etc.
Week 2 HT5-3  Developments in Class debate Teacher handouts workbooks (including source material), set Use of co-operative and critical
Lesson HT5-9 popular culture in post- (collaborative learning, students in groups, explain activity logistics. analysis and research requires
2 -- war Australia and their teacher modelling) literacy skills (personal and
Significance impact on society, Teacher models task: students use source material (visual, social development). Use of
including the Group research written, ICT and numerical) and work book prompts to create numeracy (graphs and statistics)
introduction of television workbook, (inquiry- a thesis within a set time; opposing group counter-argues; to display data provides
and rock 'n' roll based; student-directed) groups rotate and work through booklet. diversified content
(ACDSEH121) representation. Material provides
-- Work book uses Differentiation: Provide extra sheet with numeracy data for insights into Indigenous histories
 explain ways in which numeracy resources as interpretation for GAT students. and cultures.
Australia in the 1950s an enrichment strategy --
was influenced by for GAT differentiation Scaffolding: task draws upon students’ prior knowledge Research skills and
American culture including key cultural icons; figures should be drawn from interpretation of numerical data
 assess the way Scaffolding using both American (e.g. Bobby Darrin) and British contexts (e.g. prepare students for the
American and British whiteboard-based PEEL the Beatles) assessment. Addressing these
music influenced post- paragraph through the lens of pop culture
war Australian After students have completed the workbook debating ensures learning threads.
entertainment, such as Reflection: teacher-led exercise, teacher should solidify their learning by running
rock 'n' roll meta-cognition through response (meta-cognition). Start with the workbook Argumentation strategies can be
stimulus (what does this tell us about X?); how might that used in developing and
claim be disputed using source material and prior supporting a thesis for the final
knowledge? Teacher models process by applying to a PEEL essay.F
paragraph structure (use whiteboard and explain process).
Week 2 HT5-3  Developments in Teacher-led lesson Lesson aims to provide students a respite from source Students engage with ICT
Lesson HT5-4 popular culture in post- analysis and to increase their general enjoyment of the resources to provided varied
3 Historical war Australia and their ICT usage historical narrative (constructing a quality learning representation of content.
Empathy impact on society, environment). Students’ exposure to TV, its
Change and including the Modelling source impacts on Australia and
Continuity introduction of television analysis Knowledge Construction: teacher-led discussion draws responses to it relate to civics
and rock 'n' roll upon prior learning on Australian life after WW2 and the and citizenship as students learn
(ACDSEH121) cultural influence of America and Britain. Students call out
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-- Kinaesthetic Learning suggested influences (such as key characters and about the influence of foreign
 assess the way (Indigenous technology improvements). trends on Australia’s citizenry.
American and British Differentiation; Eight --
music influenced post- Ways Methodology) Teacher-led discussion explains the reasons for television’s Teacher modelling of a source-
war Australian development, the nature of its arrival in Australia. Provide based inquiry guides students in
entertainment, such as Formative Assessment examples: future tasks and assessments
rock 'n' roll https://www.youtube.com/watch?v=PFbCGT_AWBI and models critical analysis
 use a range of sources Invite students to share thoughts regarding the reasons for skills. Targeting of students’
to explain the nature and TV’s success and the ways in which it could shape Australia. historical empathy introduces
impact of television on learners to the level of content
Australian popular Presentation aided by PowerPoint to portray sources (ICT). engagement needed to succeed
culture in Stage 5 and 6 history.
Kinaesthetic Learning and Indigenous Differentiation:
provide artefacts for students to pass around whilst teacher is
talking (e.g. ticket to a drive-in movie, photographs, old radio
or clothing). This links to the Eight Ways principle of non-
verbal learning.
Use student behaviour and focus as a formative

assessment of their enjoyment and attention. Note which
students offer contributions.
Week 3 HT5-1  The nature of popular Literacy Test Literacy Task: provide students with a grammar quiz to Source based research and
Lesson HT5-3 culture in Australia at the settle them into class. Ensure ‘essays’ are considered in the grammar quiz targets literacy,
1 HT5-4 end of World War II, Teacher Modelling quiz to prepare students for the assessment task. numeracy and CIT disciplines.
HT5-7 including music, film and The need to explain and present
HT5-9 sport (ACDSEH027) Sources, Riddle/Puzzle Inquiry-based reflection task with teacher modelling: findings develops students
HT5-10  Developments in Stations teacher sets-up four stations in the room; one for each personal and social capabilities
-- popular culture in post- syllabus dot point covered so far (1. Australian culture and work and enterprise skills.
Contestability war Australia and their ICT access in/post-1945, 2. American influence, 3. British and American --
Historical impact on society, culture, 4. TV’s impact). Each station contains a Clear evidence of assessment
Empathy including the Flip-based learning quiz/riddle/puzzle and sources providing hints to solve the criteria and targeting of ICT,
Perspective  introduction of television puzzles. Students must also use ICT to research/follow-up on research and literacy skills for
and rock 'n' roll Formative Assessment hints. summative assessment. This
(ACDSEH121) ensures students are set-up for
-- Graphic Organisers Flipped-based Classroom: in the second half of the class, success across the unit and that
(All prior syllabus content each student must present one answer to the class. They skills are transferred to new
considered, i.e. first four dot review what syllabus content they engaged with, a riddle they contexts.
points) chosen and how they went about solving it. They must also
note their use of research; this provides a formative
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assessment of their preparedness for the end-of-unit

research essay.
Week 3 HT5-1  The changing nature of Book computer room Engage prior learning: teacher leads the class in a mind Nature of class and homework
Lesson HT5-4 the music, film and map recounting what they have learnt; link to threshold tasks targets both ICT and
2 HT5-5 television industry in Whole class mind map: concepts. literacy skills. Source material
-- Australia during the threshold concepts and includes numeracy-based
Historical post-war period, mapping the learning Game-based learning: students access sources. Students’ examination
Empathy including the influence of journey https://ab.co/2KOv3PV. They work collaboratively to of changes in Australian society
Cause and overseas developments complete the video-based learning tasks and games as reflected by TV, film or music
Effect (such as Hollywood, GAT Differentiation: regarding technological and communicative development in develop their intercultural
Bollywood and the visual learning strategy. the post-war world and its use in daily life (e.g. lawnmowers, understanding as they
animation film industry in washing machines). They use they sources to draw empathise with the impact of
China and Japan) Summarising content conclusions about the changing nature of film, music or TV. social developments.
(ACDSEH122) (literacy task) --
-- GAT Differentiation (ICT): students utilise the following Homework task targets essay
 describe how advances Bloom’s Taxonomy video comparison: How does it reflect changes in film and writing skills in preparation for
in communication radio between the 1930s and 1950s? (Application skill within the assessment task. Use of
technology changed at ICT, Literacy, Numeracy Bloom’s Taxonomy) threshold concepts in
least ONE of the conjunction with unit content
following during the Students’ write a one paragraph report (Literacy) enhances the ‘flow’ of learning.
post-war period in summarising their findings in one category (film, music, tv) for Mapping the learning journey
Australia: music, film or homework. gives opportunity to reflect on
television this process.
Week 3 HT5-9  The changing nature of PowerPoint (ICT) Scaffolding PowerPoint: (ICT) teacher-led discussion Essay practice develops
Lesson HT5-10 the music, film and scaffolding summarising previous knowledge gains e.g. Australian students’ literacy and general
3 -- television industry in society, American influence, changes in entertainment. communicative skills (personal
Significance Australia during the post- Teacher-led NOTE: review students’ homework. and social capabilities). Their
Perspective war engagement with source
Change and period, including the Visual learning for Indigenous Differentiation: use visual prompts and materials and scaffolds to inform
Continuity influence of overseas Indigenous Differentiation resources to reflect on the impact changes on Indigenous an opinion extends their critical
developments (such as (Eight Ways Australians. Link this to the Eight Ways method of ‘symbols thinking skills and, ultimately,
Hollywood, Bollywood and methodology) and images.’ their work and enterprise-related
the animation film industry needs.
in China and Japan) Essay Writing prompts, Essay Preparation (literacy): provide students with --
(ACDSEH122) plans and worksheets resources, prompts and scaffolded essay structures. Sources Essay preparation lesson,
-- (literacy) needed for completion should be projected on the supplemented by prior literacy
 discuss how overseas PowerPoint; provide both a visual and written source. tasks, is threading assessment-
influences have affected Source-based learning Students use these and the question provided to progress related skills throughout the unit
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ONE aspect of through worksheets. Progressively increase worksheets’ and contributing to a

Australian popular Formative Assessment difficulty by removing scaffolds. constructivist methodology. The
culture consistent development of
Learning and content Formative Assessment: students’ hand final worksheet they students’ Learning Across the
connectivity complete to the teacher at the end of class. Use this to Curriculum needs provides
formatively assess their literacy skills, grasp of essay writing ‘access points’ for assessments
structures, engagement with source material and of and for learning and
appreciation of the nature of content (e.g. the perspectives, harmonises with the use of unit-
change and continuity). wide threshold concepts.
Week 4 HT5-1  Australia's contribution to Literacy and content Connectivity and Literacy Task: provide an essay writing Use visual learning strategies
Lesson HT5-5 international popular connectivity including worksheet to recap on students’ prior learning and to and historical sources engages
1 HT5-10 culture (music, film, PEEL paragraph support learning thread construction. Worksheet should ICT skills. Focus on Australia in
television, sport) template. include overview of PEEL paragraph structuring. Serves to relation to the wider world and
(ACDSEH123) settle students into class too. consideration of Indigenous
-- Bloom’s Taxonomy Australians develops learners’
 assess the contribution Teacher-led (scaffolding): use PowerPoint (ICT) to provide appreciation for difference and
of Australian men and Teacher-led scaffolding broad insights into Australian sports (e.g. cricket, swimming) diversity. Provision of an
women to international of workbook task; source and sports people. Ask students if they know any key figures Indigenous perspective
sport, e.g. Olympic analysis or events from the eta (e.g. Pat Rafter, the Melbourne promotes awareness of
Games and Test Cricket Olympics, 1956). Indigenous histories and
ICT and visual learning cultures.
Inquiry-based: Provide ‘Famous Australian’s Workbook’. --
Inquiry-based learning Students must select 3 sports of their choice and complete Workbook task and video refine
the workbook tasks. students’ ability to comprehend
Indigenous Differentiation and apply source-derived
and perspective Indigenous Differentiation: workbook should contain a information to support an
page of sources detailing Indigenous Australians’ (e.g. argument. Use of Bloom’s
Class debate Douglas Nicholls) contribution to sports. Taxonomy extends learners
(collaborative learning) through the full range of learning
Visual learning: students view: to promote assessment success.
Graphic Organisers https://www.youtube.com/watch?v=EDA5BvvtDsM.
Bloom’s Taxonomy: a class debate based-off workbook and
viewing: what contributions did Australians make to the
sporting world in the 1950s-70s? Students demonstrate a
knowledge, comprehension and, for advanced learners,
application of content knowledge and skills.
Week 4 HT5-4  Australia's contribution to Literacy quiz Literacy quiz: refine students’ use of punctuation and Lesson targets literacy skills
Lesson HT5-9 international popular (punctuation and spelling spelling to settle them into class and prepare them for their through a grammar quiz.
2 HT5-10 culture (music, film, focus) essay summative assessment. Outdoor and interactive tasks
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-- television, sport) promote students’ personal and

Continuity (ACDSEH123) Game-based learning Outdoor Lesson, Game-based learning: teacher social capabilities as well as
and Change -- (includes numeracy establishes work stations including iconic Australian sports ethical understanding through a
Cause and  identify the main resources) (contains theory applied to practical elements), source- need to co-operative with peer’s
Effect features of Australian analysis station (includes numeracy resources – graphs) and in a contextually appropriate
popular culture at the Indigenous differentiation teacher interview station. Students move between tasks and manner. Use of graphs to display
end of World War II, through kinaesthetic completed the activities dictated by each stage. Allocate content develops numeracy
including music, film, learning students into groups. Tasks target Australian culture post- skills.
fashion and sport WW2 and how sport featured within that. Students show an --
 assess the contribution Formative Assessment awareness of key individuals. Use of kinaesthetic and game-
of Australian men and based tasks promotes
women to international Meta-cognition through a Formative Assessment: teacher interview station provides knowledge connectivity and
sport, e.g. Olympic group discussion and an opportunity to measure what students have learned, their harmonises with the unit’s use of
Games and Test Cricket reflection progression through Bloom’s Taxonomy by their ability to threshold concepts. This assists
decode and apply source material. Provide feedback. students to see the ‘broad
Bloom’s Taxonomy and narrative’ of their learning and
feedback Kinaesthetic Learning (Indigenous Differentiation): use of how it can be applied for
games and practical activities meets Eight Ways assessment requirements.
methodology of non-verbal learning. This aids Indigenous Literacy quiz on punctuation and
learners in building knowledge links. spelling prepares students for
essay writing success.
Meta-cognitive strategy: toward lesson’s conclusion, call
class members in, ‘walk through’ the stations/activities that
students have completed. Ask them what they have learned
about sport and its influence on Australia’s culture.
Week 4 HT5-2  Australia's contribution to Engage prior learning Engage prior learning (content connectivity): students Use of ICT and visual learning to
Lesson HT5-3 international popular through ICT complete Kahoot quiz (ICT) to recap prior learning about engage prior knowledge and
3 HT5-10 culture (music, film, (connectivity), student Australia and sport post-WW2 increase student enjoyment of
-- television, sport) inquiry learning. Student pairing
Cause and (ACDSEH123) Collaborative learning source review: ensure students have engages personal and social
Effect -- Collaborative learning brought/are provided prior classes printed resources and skills. The source-based nature
Significance  using a range of through paired learning PowerPoint. Using the whiteboard to remind students of key of the task and differentiation for
sources, investigate and and source analysis. Australian culture icons. Students are to think-pair-share GAT students requires use of
assess the contribution Supply previous lesson’s what they have learnt about an icon that has contributed to critical and creative thinking
of Australian men and PowerPoint-based Australia’s wider impacts. They are to explain the context, skills.
women to international sources. field of success, and impact of the Australian’s work. They --
music, film and television also refer to sources to support their claims. Using sources to support claims
GAT Differentiation is central to success in the final
through an enrichment assessment. Consistent
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strategy applying GAT Differentiation: teacher selects a GAT learner to share development of learning across
learning in the Zone of their views with the class. They model a range of skills the curriculum skills assists the
Proximal Development; through Bloom’s Taxonomy by comprehending, analysing ‘flow’ and connectivity of content.
peer-to-peer modelling. and applying source-based understanding of their chosen This ensures classwork
topic (learning in the Zone of Proximal Development, harmonises with unit-wide
Visual Learning (film) enrichment strategy). threshold concepts.
Viewing Task: students view the ‘On Her Majesty’s Secret

Service’ (1969) to reinforce how Australians (e.g. George
Lazenby) made contributions to global arts and culture. Task
also afford students an opportunity to enjoy the learning
process. They are to write down their observations regarding
Australia’s wider contribution for homework.
Week 5 HT5-1  The nature of popular Co-operative learning Review Lesson 1 of 2 Group collaboration in sorting
Lesson HT5-4 culture in Australia at the board and artefact task Teacher-led explanation of review lesson’s objectives. artefacts into their respective
1 HT5-7 end of World War II, categories engages critical and
HT5-10 including music, film and Whole class discussion Co-operative Learning: Pinboard Artefact Task: teaching creative thinking.
-- sport (ACDSEH027) reviewing prior learning pins-up categories on the broadly outlining Australian life at GAT students work and
Significance  Developments in popular the end of WW2 (e.g. technology, sport, music, women’s enterprise and personal and
Historical culture in post-war GAT Differentiation roles, religion etc). Students forms groups and are provided social capabilities extended
Empathy Australia and their through flipped-based with a handout of relevant images. They cut them out and pin through flipped-based learning.
Cause and impact on society, learning them in their correct category. --
Effect including the introduction Reviewing the learning process
of television and rock 'n' Formative Assessment Whole class discussion: Teacher reviews the board’s provides opportunity to examine
roll (ACDSEH121) content; artefacts are used as stimulus for discussion on themes and skills running
 The changing nature of Bloom’s Taxonomy Australian life post-WW2. throughout the program. This
the music, film and ‘funnels’ student learning.
television industry in Graphic Organisers GAT Differentiation; Flipped-based task: provide GAT
Australia during the students with a question: ‘what changed’? (after the war).
post-war period, They lead the class in explaining the influences of American
including the influence of and British music, technology and films.
overseas developments
(such as Hollywood, Formative Assessment: do not provide scaffolds to the
Bollywood and the flipped task; use this to identify what content students have
animation film industry in internalised and their ability to apply through the levels of
China and Japan) Bloom’s Taxonomy.
(ACDSEH122)
--
13
 All prior syllabus content

considered
Week 5 HT5-1  The changing nature of Source Analysis using Review Lesson 2 of 2 Use of both literacy, numeracy
Lesson HT5-4 the music, film and handout newspaper and ICT based tasks to
2 HT5-7 television industry in article Source Analysis Task: teacher prints and provides the represent content. Pair-based
HT5-10 Australia during the following sources and article. Provide questions regarding and whole class work foster
-- post-war period, Literacy and Numeracy changes in post-war culture. Students write down learners’ personal and social
Significance including the influence of tasks observations. https://www.nla.gov.au/research- capabilities.
Historical overseas developments guides/newspapers/online-newspapers-0 --
Empathy (such as Hollywood, Visual learning (ICT) Use of literacy, numeracy and
Cause and Bollywood and the strategies to summarise Literacy Task: teacher edits-in errors to the provided source. ICT develops student skills
Effect animation film industry in content Students must identify all punctuation and spelling errors and needed for their assessment.
China and Japan) provide the correction solution. Use of ICT and numeracy to
(ACDSEH122) Teacher-led methods represent unit content and
 Australia's contribution Teacher-led whole class mind map: teacher leads students increase content’s accessibility.
to international popular Class discussions and to consider prominent sports, sports people and sporting Numeracy resource can be
culture (music, film, pair-based learning events in post-war Australia. transferred for use in the
television, sport) summative assessment.
(ACDSEH123) Visual Summary (ICT): show video as a summary of
-- important Australian sporting moments:
 All prior syllabus content https://www.youtube.com/watch?v=L0rDfV2CEM
considered (6 syllabus
dot points) Numeracy Task: provide students with graphs and statistics
representing historical data. Students work in pairs
(collaborative learning) to identify the implications of the
data. Advise students to keep the artefact for use in their
summative assessment.
Week 5 HT5-2  The changing nature of Inquiry-based structure This lesson is overarched by the TELSTAR inquiry model: Use of ICT through visual
Lesson HT5-7 the music, film and learning. Critical and reflective
3 HT5-10 television industry in PowerPoint exploring the Tune in: teacher establishes the parameters of the lesson for engagement with historical
-- Australia during the influence of Hollywood in students and provides ‘Hollywood and Australia’ PowerPoint sources encourages students to
Perspective post-war period, Australian culture post- as a guide (ICT). critically and creatively think
Historical including the influence of WW2 Explore: students write down what they already know of the about their worldview whilst
Empathy overseas developments topic. Quiz: provide images of ‘key figures’ (e.g. Australian developing an intercultural
Cause and (such as Hollywood, Visual Learning and ICT actors) that students must name. understanding of past worlds.
Effect Bollywood and the Look: teacher provides students with two film clips (1950s- --
animation film industry in Collaborative learning 1960s era) for viewing (visual learning) Meta-cognition and student self-
through paired Sort: students choose one clip and discussion with a partner direction encourages learners to
discussions what it reveals about domestic life, clothing, gender roles, consider their learning journey
14
China and Japan) politics etc. (collaborative learning); provide minimal as facilitated by class content.
(ACDSEH122) Formative Assessment scaffolding in the form of verbal ques; the task is testing This enables them to
-- guided by Bloom’s students’ abilities in critically analysing sources to draw conceptualise and manipulate
 All prior syllabus content Taxonomy conclusions. content as is required for high
considered Test: after showing clips, students call-out their inferences achievement in the assessment
Whole-class discussion and observations. Invite students to work past task.
aided by whiteboard comprehending and applying knowledge to synthesising it
(Bloom’s Taxonomy).
Meta-cognition as Act: target students’ historical empathy: what would life have
facilitated by reflection been like for women or minority groups? Consider general
and focus questions wealth and everyday life. Students’ write down their
observations
Reflect: (meta-cognition) encourage students to consider
their learning journey; what Australia like post-WW2? How
did American culture change that? What do sources tell us
about Australian life as a result of these changes? Would you
prefer to live in this time; why/why not?
Week 6 HT5-1  Continuity and change in Website resource Teacher-led: provides students with time (1939-1970). Cause and effect observations
Lesson HT5-7 beliefs and values that Engage students’ prior knowledge by asking them what major derived from class work engages
1 -- have influenced the Teacher-led and whole- events they know from that period. students’ critical thinking skills
Significance Australian way of life class discussion and their ability to see
Cause and (ACDSEH149) Use PowerPoint (ICT) to project ‘Narrative of History website causations and correlations. ICT-
Effect -- Inquiry based focus resource based resources are used to
 outline and assess the component (https://dsource=sfmc&utm_medium=email&utm_content=). facilitate this use of critical
impact of Inquiry-strategy: navigate around the site at students’ thinking.
Americanisation and Class tasks scaffolding direction. Use the resource to ‘flesh-out’ students’ --
global events on homework understanding of key events post-WW2. Students’ engagement with ICT
Australian society over resources prepares them for
time Visual Learning: ICT Use news clip visual resource (ICT) to summarise key assessment task research needs
developments (e.g. the Cold War, Nuclear Technology, JFK as does the gradual removing of
Scaffolding (and gradual assassination, ‘the British Invasion’): scaffolds.
reduction thereof) https://www.youtube.com/watch?v=q3eFl9pcxsM
Whole-class discussion on the potential impact these

events had on Australia and its culture. For homework,
students select one key event from the 1950s or 60s (class
considerations provide a scaffold for this) and write a one
paragraph description of what happened and why it mattered
to Australia.
15
Week 6 HT5-5  Continuity and change in Map learning journey Student-voice: students’ present their homework: what topic Students application of analytical
Lesson HT5-7 beliefs and values that did they choose, what happened, why did it matter? skills to a written source targets
2 HT5-10 have influenced the Student voice both literacy and critical thinking
-- Australian way of life Scaffolding: map students’ learning. Teacher draws a skills. Consistent and meaningful
Change and (ACDSEH149) Scaffolding timeline on the whiteboard (1939 to 1970) and explains the engagement with source
Continuity -- ‘sweep of history’. material reflects intercultural
Significance  outline and assess the Graphic Organisers Supplement students’ knowledge by provide two article understanding.
impact of handouts. They are to chose one (student direction) and --
Americanisation and Indigenous highlight evidence of Americanisation in Australia: Targeting of skills through the full
global events on Differentiation: Eight http://thecommonwealth.org/our-countries/history range of Bloom’s Taxonomy
Australian society over Ways principle of develops within students an
time ‘Deconstruct/Reconstruct’ Indigenous Differentiation: provide students with an ability to achieve high results in
additional option of an article on the 1967 referendum. the final assessment. It also
Game-based learning Teacher works through this article with students to draw links ensures students prior
using Bloom’s Taxonomy to US global leadership and promotion of civil rights: knowledge and skill acquisition is
http://www.naa.gov.au/collection/fact-sheets/fs150.aspx (links used to overcome new
Feedback to Eight Ways strategy of ‘Deconstruct/Reconstruct’) challenges.
Game-based Learning: Review Competition Task: Students

split into groups based on the text they chose to examine.
Students line up and are timed. Teacher work through levels
of Bloom’s Taxonomy. E.g. first student must knowledge
derived from their article (= 1point). Second learner may add
new knowledge or demonstrate comprehension (= 2points) or
a higher skill for more points. First team to reach the top tier
(‘evaluation’) gets bonus points and the game ends. Provide
feedback.
Week 6 HT5-5  Continuity and change in Visual Learning Visual Reflection Task: teacher uses PowerPoint (ICT) to Writing task serves to engage
Lesson HT5-7 beliefs and values that (PowerPoint), ICT, ABC project iconic images from the era (e.g. Mrs Petrov with and measure learners’ literacy
3 HT5-10 have influenced the news clips Soviet agents, James Dean). Students’ identify the image skills. Engagement with ICT
-- Australian way of life and why the content matters sources develops awareness of
Change and (ACDSEH149) Whiteboard timeline civics and citizenship as well as
Continuity -- using student direction Map learning journey: teacher repeats previous class task of intercultural understanding.
Significance  outline and assess the creating a timeline of events on the whiteboard. However, --
impact of Concept thresholds students now use the teacher as a scribe to fill in the timeline Use of ICT sources to inform a
Americanisation and (student direction, concept thresholds). written piece strongly reflects the
global events on Map learning journey summative assessment task
through a graphic Visual resources: ABC news clips. Students apply their thus providing a scaffold. Use of
organiser (timeline) knowledge of American culture and key events in the period learning journey map increases
16
Australian society over to their viewing They view Australian life and identify students’ awareness of unit
time Student direction, evidence of Americanisation: threshold concepts.
scaffolding http://education.abc.net.au/home#!/resources
Formative Assessment. Writing Task: teacher scaffolds students learning by

providing them with a thesis. Students use their viewing to
develop one paragraph describing the influence of American
culture on post-war Australia. Encourage students to draw
upon their knowledge of key events; what impact might they
have had? Use this to formatively assess students’
engagement and comprehension.
Week 7 HT5-1  Continuity and change in Homework review and Check students’ writing tasks from the previous lessons. Student inquiry, qui and
Lesson HT5-4 beliefs and values that Content Quiz reflection on learning requires
1 HT5-7 have influenced the Quiz: provides students with a written quiz testing their the engagement of critical
-- Australian way of life Questioning Strategies knowledge of key events and figures, American culture and reflective thinking processes.
Perspective (ACDSEH149) its influence on post-War Australia. This ensures the unit is
Significance -- Feedback developing critical and creative
 outline and assess the GAT Differentiation: modify quiz for GAT students. Provide thinkers.
impact of GAT differentiation source-based short written responses and require them to --
Americanisation and include key terminology (e.g. Nuclear Diplomacy, King of Targeting of overall unit themes
global events on Formative Assessment Rock). and critical concepts provides
Australian society over students with the foundational
time Inquiry-based, student Teacher-led review of quiz (use the quality and depth of skills and knowledge; GAT
 discuss the nature of direction and review students’ answers as a formative assessment. Provide differentiation ensures students
Australian popular feedback. have the opportunity to thrive/
culture today and the
legacy of past influences Inquiry-based: teacher prompts students (questioning
strategies) to provide a summary of Americanisation and its
impacts on Australia.
End class with a video showing how Australian culture has

developed since Americanising (looking beyond 1970):
https://www.youtube.com/watch?v=x8-YMpYbRqY; provides
‘entry point’ for next class.
Week 7 HT5-4  Continuity and change in Graphic Organisers: Engage prior knowledge (connectivity) and utilise student Students use ICT competency to
Lesson -- beliefs and values that whiteboard task and voice: do they see Americanisation in the arts and fashion of critically and creatively engage
2 Change and have influenced the Bloom’s Taxonomy their day, provide examples. with source material to gain a
Continuity Australian way of life inquiry; knowledge greate appreciation of cultures
(ACDSEH149) connections and cultural development
17
-- Inquiry-based: student undertake a group research task: --

 discuss the nature of Scaffolding; guiding students use ICT to research one contemporary Australian Class has clear unit-wide
Australian popular resources cultural artefact, person or event and identify evidence of assessable criteria and targets
culture today and the Americanisation. Teacher to provide resources to guide learners through the range of
legacy of past influences ICT access inquiry process. skills (Bloom’s Taxonomy) to
scaffold their development to
Indigenous resources for Indigenous Differentiation: provide recommendations and achieve.
differentiation links to modern Indigenous cultural artefacts that learners Use of threshold concepts and
may use to highlight Americanisation’s impact. broader narratives promotes
Engage prior knowledge knowledge connectivity.
through use of student Engage prior learning: use former whiteboard mapping
voice graph. Reconstruct the post-war historical narrative students
have considered. Using this as a base (scaffold) students
question why American influence has been so persistent.
Students may extend through the range of Bloom’s
Taxonomy by assessing how Americanisation has changed
forms, been changed and adapted to the Australian context.
Week 7 HT5-4  Continuity and change in Teacher-led Scaffold: recap previous lessons learners; what did we find Source workbook requires
Lesson HT5-10 beliefs and values that out about Australian culture? application of literacy, numeracy
3 -- have influenced the Source analysis and past ICT-based learning to
Significance Australian way of life workbook Provide students with source analysis workbook (remove critically engage with source
Perspective (ACDSEH149) scaffolds). Students spend the class working through it to material. In turn, this enhances
-- Formative Assessment identify themes, influences, key events and figures and students’ work and enterprise
 discuss the nature of and feedback guided by impacts within Australian. Ensure students grasp the change capacities.
Australian popular Bloom’s Taxonomy over time (e.g. the sexual revolution, influence of the green --
culture today and the movement in Australian arts etc.) Task draws upon unit-wide focus
legacy of past influences Indigenous Differentiation area of source-based analysis.
using Eight Ways ‘Land Ensure the task draws upon students’ prior learning This provides a
Links’ principle. Australian cultural change and Americanisation post-WW2. precursor/preparation for
Collect students’ workbooks to formatively assess their students’ summative
achievement against Bloom’s Taxonomy and their assessment task and ensures
command of literacy and numeracy skills. Provide feedback fluidity through the unit.
and modify instruction as needed. Also, recommend action
plans to learners to help them achieve higher results in their
summative assessment.
Indigenous Differentiation: ensure the workbook highlights

the changing role influences of Indigenous cultures in
18
Australian music and film (use Eight Ways principle of ‘Land

Links).
Week 8 HT5-1  (ACDSEH027) Theme-based activities Thematic Learning Class 1 of 4: Scaffolded review of learning to
Lesson HT5-3  (ACDSEH121) e.g. whole-class mind Note: for practical reasons, focus on content from weeks 1-2. identify key components
1 HT5-4 -- map, PowerPoint, ICT, engages students critical and
--  identify the main find-a-word. Whole-class mind map: teacher uses PowerPoint stimulus creative thinking skills as they
Significance features of Australian (ICT) to facilitate and guide a review of unit’s learning. identify and debate the
Perspective popular culture at the Numeracy Scaffold the process be consecutively moving from students’ comparative significance of
Cause and end of World War II, foundational observations (e.g. prior knowledge) to their content. This process involves
Effect including music, film, Scaffolding of inquiry- ability to their learning through more complex tasks such as engagement with both ICT and
fashion and sport based approach identifying cause and effect relationships (guided by Bloom’s numeracy-based learning.
 explain ways in which Taxonomy). Identify the use of numeracy in content’s --
Australia in the 1950s Threshold concepts communication. Use of threshold concepts
was influenced by throughout unit culminate in
American culture Meta-cognition through Incorporate theme-based learning into the activity; draw out these thematic classes. Students
 assess the way learning review; aided by threshold concepts and learning threads. Allow for review how learning threads
American and British Bloom’s Taxonomy. student inquiry into specific part of content and themes. have been woven throughout
music influenced post- past classes. In turn, these
war Australian Feedback Writing Task: scaffold task by providing a list of themes; increase the accessibility of
entertainment, such as students choose a unit theme and identify it referencing unit content as students can identify
rock 'n' roll content. End class with a find-a-word activity to reinforce and compartmentalise it (thus
 use a range of sources students’ thematic understanding. Provide feedback. showing a higher degree of
to explain the nature and attainment against Bloom’s
impact of television on Taxonomy).
Australian popular
culture
Week 8 HT5-9  Continuity and change in Literacy task (provides a Assessment Preparation Class: Literacy quiz, essay modelling
Lesson HT5-10 beliefs and values that formative assessment) and writing-dependent tasks
2 -- have influenced the Literacy Quiz: begin lesson with a literacy quiz examining ensure the lesson heavily targets
Contestability Australian way of life Teacher modelling of their knowledge of essay structures, elements and purpose students’ literacy skills. In turn,
(ACDSEH149) essay including key (formative assessment opportunity). the focus on written
-- terminology and communication ability caters for
 discuss the nature of formative assessment. Teacher-led discussion and modelling: use whiteboard to students work and enterprise
Australian popular introduce, outline and model an essay. Students copy model needs.
culture today and the PEEL paragraph into books. Explain key terminology and the role of source --
legacy of past influences template. analysis in essay writing. Introduce PEEL paragraphs; Development of students’ essay
provide template writing and literacy competency
assists students to succeed in
19
Teacher-led discussion Students-direction and paired learning: provide students their summative assessment
and paired learning with stimulus question. They form pairs to convert the task (an essay).
(collaborative stimulus into a spoken essay introduction. Formative
engagement) Assessment: observe students’ grasp and use of key
terminology.
Gradual removal of
scaffolds Students end class by writing an introduction. (Extension
Method) Remove scaffolds except stimulus/focus question
Extension Method: provision to extends GAT learners and identify which
targeting of GAT students need additional help. Reintroduce scaffolds as
students’ needs. needed.
Week 8 HT5-1  (ACDSEH122) Whole-class mind map Thematic Learning Class 2 of 4: Class tasks require students to
Lesson HT5-9  (ACDSEH123) reviewing weeks 3-4’s Note: for practical reasons, focus on content from weeks 3-4. critically engage with ICT-based
3 HT5-10  (ACDSEH149) learning journey. USE and written texts to create and
-- -- PowerPoint aid (ICT). Whole-class mind map (collaborative and visual learning): support an argument. This hones
Cause and  discuss how overseas (collaborative and visual use PowerPoint (ICT) to guide review of learning. Scaffold critical and creative thought
Effect influences have affected learning). learning: what do students remember, what people, events through the use of literacy and
Change and ONE aspect of and source material was used? Provide students with ICT. This enhances students’
Continuity Australian popular Student inquiry sources used; students analyse sources and share their work and enterprise capabilities
culture supported by scaffolding deductions. as they become stronger
 assess the contribution and engaging prior communicators.
of Australian men and knowledge (content Student inquiry: students use PowerPoint scaffolding and --
women to international connectivity) prior learning to draw out themes from the learning. Class Identification and application of
sport, eg Olympic debate: students form ‘debate groups.’ Using content, unit-wide concepts ensure
Games and Test Cricket Student inquiry through students are allocated to identify and debate the validity of learning is strongly integrated
discuss the nature of lass debate exercise and themes. Students must use sources to support claims. and contains multiple access
Australian popular crossword activity. point. This improves students’ in
culture today and the Formative Assessment: utilise debating exercise to note ‘grasping’ and apply content and
legacy of past influences Formative Assessment individuals’ level of attainment against Bloom’s Taxonomy skills for assessment and out-of-
guided by Bloom’s (e.g. do they know vs apply vs analyse content?) school success.
Taxonomy
Provide students with theme-based crossword for homework
Week 9 HT5-9  Continuity and change in Scaffolded review using Assessment Preparation Class: Essay writing development
Lesson -- beliefs and values that whole-class discussion ensure students have strong
1 Contestability have influenced the and Proximal Scaffolding: whole-class open discussion review: what communication and literacy
Australian way of life Development elements and functions of essay writing can students recall; skills. The use of self-marking
(ACDSEH149) methodology. provides learning in the Zone of Proximal Development. and/or partner marking develops
-- students’ social capabilities and
critical analytical skills.
20
 outline and assess the PEEL Paragraph Visual learning: show source. Teacher scaffolds learning by --
impact of template and completed identify evidence of Australia’s Americanisation in the visual Development of students’ essay
Americanisation and PEEL paragraph with source. Student use the source to construct a PEEL writing skills through a
global events on annotations paragraph specialised focus on PEEL
Australian society over structuring. This equips students
time Formative Assessment Teacher Scaffolding: teacher provides a PEEL paragraph with the knowledge and skills for
using teacher-led review template and a completed PEEL paragraph with components effective written communication
of learning. identified. Work through this then allow students to imitate in both assessment and post-
process using the template. school life. Lesson ensures a
Feedback strong link between teaching,
Self-marking and Formative Assessment: teacher-leads assessment and outcomes.
class in reviewing students’ PEEL paragraphs. Instruct
students to use teacher’s completed PEEL paragraph as a
guide to self-mark work/mark partner’s work; go around
classroom and observe individuals. Provide feedback.
Observe which students have incorporated necessary
components.
Week 9 HT5-1  (ACDSEH122) Prepare Kahoot and Thematic Learning Class 3 of 4 Use of game-based learning
Lesson HT5-3  (ACDSEH123) ensure students have Note: for practical reasons, focus on content from weeks 5-6. requires peer-to-peer
2 HT5-4 -- access to ICT collaboration to effectively
--  describe how advances Kahoot Quiz Review (ICT): use activity to settle students and decode and apply source
Historical in communication Game-based learning review/identify key themes (link to concept map). material; this ensure personal
Empathy technology changed at involving collaborative and social capabilities as well as
Significance least ONE of the strategies (teamwork) Flipped-classroom and GAT Differentiation: GAT students critical and creative thought are
following during the post- create a Kahoot (teacher provides assistance to expedite the developed. The use of numeracy
war period in Australia: Handout 1 (numeracy process) on the relevant content points. Gat students lead as and ICT to facilitate this process
music, film or television sources) class forms into teams. Game-based Learning (part 1): further meets curriculum focus
 discuss how overseas teams compete in completing the second Kahoot quiz (ICT; areas.
influences have affected Handout 2 (sports quiz) Collaborative Learning). Questions require students to use --
ONE aspect of content knowledge to identify broader unit trends/features. Reviewing of key unit concepts
Australian popular Note: scaffolding reduced and skills (e.g. use of numeracy)
culture to a minimum Game-based Learning (part 2): Teacher adds section to ensures students can map their
 assess the contribution Kahoot Quiz to provide a Numeracy review: teacher provides skill development alongside
of Australian men and past numeracy sources (that are relevant to the lessons’ threshold concepts. In turn, the
women to international content areas). Students are to work in their teams to decode unit is provided with assessment
sport, e.g. Olympic numerical data and apply it to quiz questions. Note: this task criteria (e.g. skill outcomes)
Games and Test Cricket takes students’ use of numeracy sources throughout the unit whilst students develop the skills
as the theme for review. needed for success.
21
Content Review Quiz: End class by providing a quiz on

Australian athletes and their contributions post-1945.
Students are to complete this in remaining class time and/or
for homework.
Week 9 HT5-4  (ACDSEH149) Prepare Kahoot and Thematic Learning Class 4 of 4 Tasks require students to think
Lesson HT5-7 -- ensure students have Note: for practical reasons, focus on content from week 7. critically and creatively to draw
3 --  outline and assess the access to ICT authentic and explicit links
Significance impact of Kahoot Quiz Review (ICT): use activity to settle students and between content and concepts.
Perspective Americanisation and Fill-in the blanks review/identify key themes (link to concept map). The need to reflect on the
Cause and global events on combining content, learning process develops
Effect Australian society over terminology and Individual Mapping Task and Reflection: students open students’ personal and social
time threshold concepts. Microsoft Word or PowerPoint: or use paper to note down the capabilities.
 discuss the nature of key themes they can remember. Teacher to provide --
Australian popular Reflection remaining concepts. Students ‘chart’ concepts to highlight Engagement with broad unit
culture today and the connectivity and prior knowledge construction. concepts in conjunction with
legacy of past influences Indigenous Differentiation content ensure students see
using Eight Ways Indigenous Differentiation: use Eight Ways principle of explicit links within learning. Use
principles of ‘Non-Linear’ ‘Non-Linear’ and ‘Deconstructed-Reconstructed’ learning: of Indigenous teaching methods
and ‘Deconstructed- students are given broad unit ideas via the Kahoot Quiz and increases content’s accessibility.
Reconstructed’ learning. use mapping task to break these concepts down into a In turn, content-threshold links
content-based narrative. can be transferred for
assessment success.
Connectivity Task: Provide a fill-in the blanks task that
defies key terminology and contains statements showing the
relation between content (e.g. Elvis Presley) and unit
concepts (e.g. Americanisation).
Week HT5-4  The changing nature of PEEL template with Assessment Preparation Class: students review how cause Use of visual resources and
10 HT5-9 the music, film and reduced scaffolding. and effect has manifest in unit content. They in turn apply PEEL response task engages
Lesson -- television industry in Include specific stimulus. learning to an assessment-like task. students’ literacy skills through
1 Cause and Australia during the post- ICT. The combination of
Effect war period, including the Engage Prior Learning Engage prior learning: describe cause and effect and ask concepts, content and (essay)
influence of overseas students to consider where they think this has occurred within skills target students’ personal
developments (such as Visual learning through the unit. capabilities and critical thinking.
Hollywood, Bollywood PowerPoint-based review --
and the animation film Teacher-led PowerPoint (Visual Learning strategy, ICT) By identifying unit themes and
industry in China and Video resource; note review of Hollywood’s impact on Australian film and fashion. concepts and then requiring
Japan) (ACDSEH122) cultural exchange Provide students with supplementary sources. Show video: students to apply them to a
-- https://www.youtube.com/watch?v=Z0w9xlxg-44. Ask modified essay-style response,
students to call out evidence of foreign influences. the program ensures students
22
 discuss how overseas have the grasp of learning

influences have affected Students apply review knowledge to a PEEL paragraph: themes and skills to successfully
ONE aspect of teacher provides students with PEEL template but scaffolding apply such.
Australian popular is reduced. Students apply their review of content to discuss
culture the cause and effect relations in Australia’s post-WW2
development (scaffold by providing specific stimulus).
Week HR5-7  Continuity and change in TELSTAR inquiry-based This lesson is overarched by the TELSTAR inquiry model: Use of group and paired work
10 HR5-9 beliefs and values that model including critically analysis of
Lesson HR5-10 have influenced the Tune In: (teacher-led) establish lesson’s focus and engage peer’s observations develops
2 -- Australian way of life Use of ICT to facilitate a prior learning: identifying foreign influences in contemporary both personal and social
Change and (ACDSEH149) source-based approach Australian arts and culture (link to unit themes) capabilities as well as critical
Continuity -- Explore: students use ICT to find Australian cultural artefacts; thinking. This touches upon
 discuss the nature of Pair-based collaborative they then identify foreign influences and draw source-based elements of civics and
Australian popular learning links to unit content. citizenship to ensure learners
culture today and the Look: in pairs, students ‘retrace’ their learning by identify past are respectful and informed
legacy of past influences Whole-class analysis and influences and their modern usage in modern Australia; members of society.
teacher feedback students’ critique the quality of their partners’ links --
(collaborative learning review). The lesson brings together the
Link to prior learning and Sort: teacher provides categories of influence (e.g. musical, layers of student learning; from
threshold concepts film, fashion, food); these are assigned a geographical the broad concepts to the
location in the classroom. Students move to the location they specific sources. This promotes
Reflection and review of think best suits their inquiry. the connectivity of their
‘learning journey’ Test: whole-class analysis of individuals’ choices; are their knowledge edifice and thus
links genuine, does another category better suit them? empower them to apply
Teacher provides feedback. successfully in their assessment
Act: student-led; teacher asks students to use their task.
observations and critiques to summarise the ways in which
Australian popular culture has been influenced; link to broad
unit concepts.
Reflect: ask students to reflect on the broad themes the unit
has introduced (e.g. Americanisation); in what sources,
figures or events do students see its influence? How has it
affected their world (i.e. modern Australia); is it significant to
them?
Week HR5-9  Developments in popular PEEL handout and Assessment Preparation Lesson: PEEL paragraph and source
10 HR5-10 culture in post-war stimulus; engage prior analysis task jointly target
Lesson -- Australia and their learning Provide students with a PEEL template, remove scaffolding. students’ literacy and critical
3 Historical impact on society, Provide students with stimulus question and three sources. thinking abilities. This is
Empathy including the introduction They are to construct and introduction and one PEEL extended by the game-based
23
of television and rock 'n' Formative Assessment paragraph in response. Engage prior lesson’s content by approach that requires student
roll (ACDSEH121) through literacy and focusing on the cultural influences of British and American co-operation and teamwork thus
-- source-analysis task music in Australia. Teacher observes students’ use of essay developing social skills.
 explain ways in which conventions and source-based argumentation to formatively --
Australia in the 1950s Game-based learning; assess learning. Use of PEEL paragraph practise
was influenced by prepare characters and without scaffolding prepares
American culture events for students to Game-Based Learning: activity provides an opportunity for students for their summative
 assess the way apply enjoyment and review; students imitate key figures and/or assessment. This is
American and British events that the unit has covered. Correct guesses are supplemented by the use of
music influenced post- Unit review facilitating awarded point and bonus point are provided if students can source analysis which is required
war Australian student meta-cognition identify the context and impact of the identified person or for high achievement in the
entertainment, such as event. assessment.
rock 'n' roll
Meta-cognition: teacher-leads class in providing brief unit
review including content, skills developed, use threshold
concepts and the function of students’ learning in a ‘real
world’ setting.
Class Resources:
Resource 1:
ICT resource: the ICT learning source is a Kahoot Quiz for use in week four, lesson three. The activity serves as an introductory class task to
engage prior learning (of Australia and sports) and settle students into the classroom.
Link: https://create.kahoot.it/share/history-quiz-unit-themes/cee739d1-40aa-4d0c-ae13-1f6063fc3ba7
Resource 2:
Source-based resource: the resource utilises primary and secondary sources to highlight foreign impacts on Australia’s post-war culture. The
task is scheduled for week five, lesson two.
24
The following activities examine the ways in which foreign influences changed Australian culture (especially film, television,
music and fashion). This will especially target an understanding of the forces of Americanisation and Globalisation since
1945.
Question 1
Identify whether the following source is a primary or secondary source. According to the source, how did American music
influence Australian culture?
Historian Simon Winchester writing about the 1950s in 2013.
“While dancehalls were a common site in Australia after the [Second World] War, the dance moves were not.
American musicians and movie stars began modelling novel dance moves shunning old styles such as waltzes
and foxtrots. Rather, Australian dancehalls were awash with Elvis’ shake and Ray Charles’ bopping; Billy
Haley’s finger-snapping swaying was particularly popular… The new styles of music, dancing and general
word expressions horrified and confused members of older generations with some labelling the changes
‘immoral’.”
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
Question 2
The following images shows Australian youths in Melbourne in 1953 following the release of Marlon Brando’s ‘The Wild One’.
25
(Retrieved: https://bit.ly/2vhwhZw)
Using these images and your own knowledge, how did American films influence Australia in the 1950s and 60s. You might
refer to apparell, language usage (slang), social values, vehicles and hair styles.
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
Question 3
Use the following visual and written sources from 1959 to identify new technologies. How might these have changed
everyday life for Australians?
26
“The television sits near the family dining table to

provide nightly entertainment and news updates for
the family…In the laundry, mother has an array of
new gadgets including electrical steam irons, washing
machines and dryers to greatly reduce the work load.
Likewise, father drives his car to work whilst listening
to the radio…cars are far cheaper nowadays and so
many families own at least one.”
People’s Magazine, 1959.
(Retrieved: https://bit.ly/2kn6yy)
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
Question 4
An elderly Australian, speaking in 1988, recounts the 1950s and 1960s.
“The young people began wearing the most bizarre attire, much of coming from ‘the flicks’ [films] as they called
it. Swim wear became short for girls; boys began to grow their hair longer and wear leather with jackboots.
Motorbikes, smoking and youth-wave of punk culture began to fill milk bars and diners. Kids began imitating
27
the stars they saw on the screen such as James Dean and Natalie Wood. Even language changed somewhat;
Americans and British terms such as ‘trash’ and ‘the flicks’ became ubiquitous amongst the youth.”
Is this a primary or secondary source? In what ways was Australia’s youth culture shaped by foreign cultural forces?
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
Question 5
Use the following images and your own knowledge to describe some of the changes in music post-1945. You might
reference the types of instruments used, the use of electronic equipment or the dance moves and the appearance of
musicians.
(Left: Chuck Berry performing in the late 1950s. Right: Elvis Presley demonstrating his ‘shake’ whilst singing ‘Jailhouse of
Rock’. Retrieved: https://bit.ly/2Don7yM)
28
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
Question 6
Use your in-class learning, the word pool provided, and the unlabelled images from the 1950s to fill in the blanks:
(Retrieved: https://bit.ly/2Gz0qd4)
Word Pool: ambassador, Korean War, allies, Communism, Soviet, cultural, Petrov, casualties, music
29
Post-1945, America and Australia’s main opponent was the ………………………… Union. In the
1950s, Australia was affected by the fight against ………………………… as Australia experienced the
………………………… Affair where the Soviet ………………………… defected to Australia. From
1950 to 1953, Australian troops participated in the ………………………… where over 1000
Australians became ………………………… By supporting the American fight against Communism,
the 1950s saw Australia became closer ………………………… with the USA. This contributed to the
………………………… influence of American films, television, ………………………… and fashion.
Question 7
Draw upon your own knowledge and the sources already considered:
Summarise the three ways in which Australia was impacted by foreign influences after 1945. You might consider politics
(e.g. the Cold War), fashion (e.g. the clothing worn by musicians), changes to music (e.g. use of electric guitars and novel
dance moves) or any other changes you have identified thus far.
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
Resource 3:
Group-based research scaffold: In week 7, lesson 2, students work in groups to research one historical artefact, event or character to
understand the post-war Americanisation of Australia. Groups may choose their own topic but the following is a model/proforma they can
follow. Model responses for student scaffolding are highlighted.
30
Step 1: identify your research topic, include an image: E.g. Right: Bill Haley (1950s musician and bandleader).
(Retrieved: https://bit.ly/4KzP01d2)
Step 2: briefly describe the topic’s significance (what did they do or impact)?
Bill Haley was the leader of a well-known 1950’s rock ‘n’ roll band ‘Bill Hayley and his Comets’. They created famous hits from the era such as
‘Rock around the Clock’ and combined the use of electrical music with their jazz style thus revolutionising the musical genre. Their songs were
popular at dance halls, diners and other youth gathering areas.
Step 3: provide a visual and a written source to support your description. Make sure to reference to your sources.
Written source: “The rock musicians of the 1950s, many who developed their style in private in the 40s, began to change the face of music,
culture and Western life. Major names of the era such as Buddy Holly, Elvis, The Platters and Bill Haley’s Comets swept the scene by
combining electrical music, jazz and classical disciplines with new dance moves, new lyrics and new (previously outrageous) dress styles.”
(Winchester, 2013)
31
Visual source:
(Retrieved: https://bit.ly/77aF30Sd)
Step 4: what do your chosen sources add to your knowledge of your chosen person/event/artefact?
The written source revealed that Bill Haley’s Comets were a significant part of a wider cultural and musical movement. This movement
combined and influenced multiple areas of life such as social etiquette, fashion and musical style to impact the post-War world.
The visual source demonstrated the ways in which ‘social barriers’ were pushed; musicians are seen publicly behaving and dressing in ways
that were previously assumed to be unacceptable or inappropriate
Step 5: list or summarise the contributions your chosen topic has had.
Bill Haley had the following impacts: made changes to musical style (e.g. use of electric guitars, combining rock and jazz music), new clothing
and hair styles (e.g. wearing hair ‘out’ in an unkempt fashion), changes to public expression (e.g. talking publicly about emotions such as love
or passion).
Step 6: reference your work. E.g. Elvis Presley. (1952). ‘Hound Dog’. Peacock Recordings, Los Angeles, USA.
32
References:
Australian Broadcasting Corporation. (2019). ‘Education: Popular Culture: Post-War’. Education Services Australia, published electronically. Retrieved:
http://education.abc.net.au/home#!/digibook/618362/popular-culture-post-war
Australian Curriculum, Assessment and Reporting Authority. (2019). ‘Bonnyrigg High School, Bonnyrigg, NSW’. Published: ‘My Schools’. Retrieved:
https://www.myschool.edu.au/school/41574
Chapman, S, Wright, P., & Pascoe, R. (2018). Arts Curriculum Implementation: ‘Adopt and Adapt’ as Policy Translation. In: Arts Education Policy
Review. Vol.119 (1), 12-24. DOI: 10.1080/10632913.2016.1201031
Drozdowski, V. (2012). ‘The Eight-Ways Framework of Aboriginal Pedagogy.’ Republished by The Australian Association for Research in Education.
Date accessed: 29/08/2018. Retrieved: https://bit.ly/2fGfgko
Khalaf, B. (2018). Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review. In: International Journal of Instruction. Vol.11 (4),
545-564. DOI: 10.12973/iji.2018.11434a
Lindsay, A., Bruce, M., Caccese, C., Yang, E., & Hua, O. (2019). Flow, Achievement and Inquiry-Based Learning. In: Journal of Advanced Academics,
Vol.30 (1), 74-106. Published electronically: journals.sagepub.com/home/joaa. DOI: 10.1177/1932202X18809659
Macleod, F. & Golby. M. (2013). Theories of Learning and Pedagogy: issues for teacher development. In: Teacher Development, Vol.7 (3). Published
electronically. Retrieved: https://www.tandfonline.com/doi/pdf/10.1080/13664530300200204.
New South Wales Education Standards Authority. (2012). ‘History K-10 Syllabus.’ Sydney, Australia. Published electronically. Retrieved:
https://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf
Szparagowski, R. (2014). The Effectiveness of the Flipped Classroom. Published electronically: Springer, Honours Thesis. Retr ieved:
https://bit.ly/2VXQUFk.
Vygotsky, L. (1978). ‘Mind in Society: the development of higher psychological processes.’ Harvard University Press, Third ed., Massachusetts, USA.
ISBN: 0674576292.
Wiggins, G., & McTighe, J. (1998). ‘Understanding by Design’. Prentice Hall, Association for Supervision and Curriculum Development. ISBN:
9780130930583.
Winchester, S. (2013). ‘The Men who United the States.’ Second Ed., William Collins, London, UK. ISBN: 9780007532407
Yasnitsky, A. & Van Der Heer, R. (2016). ‘Revisionist Revolution in Vygotsky Studies’. Routledge, New York City, USA. ISBN: 9781138887305.
33

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Matthew McClure, SID: 18372205, History Curriculum Program

 1595 enrolled students

 91 percent of whom are from non-English speaking background including:

 a majority of students coming from Southeast Asian backgrounds

 7 percent Indigenous population (ACARA, 2019).

specifically use the following strategies:

 Eight Ways Methodology for Indigenous differentiation (Drozdowski, 2012)

 Enrichment strategies for targeting Gifted and Talented (GAT) students

program increases teaching’s efficacy.

Unit Outline and Program:

Topic: Duration: 10 weeks, 3 hours per week (3 classes)

Students respond to ICT sources with a whole class mind

Graphic organiser Learning Threads (Connectivity): refer students to unit’s

‘Reflect:’ meta-cognitive strategy involving a whole class

NOTE: visual sources should support teacher introduction of

Use student behaviour and focus as a formative

assessment of their preparedness for the end-of-unit

ONE aspect of through worksheets. Progressively increase worksheets’ and contributing to a

-- television, sport) promote students’ personal and

Viewing Task: students view the ‘On Her Majesty’s Secret

 All prior syllabus content

Whole-class discussion on the potential impact these

Game-based Learning: Review Competition Task: Students

Formative Assessment. Writing Task: teacher scaffolds students learning by

End class with a video showing how Australian culture has

-- Inquiry-based: student undertake a group research task: --

Indigenous Differentiation: ensure the workbook highlights

Australian music and film (use Eight Ways principle of ‘Land

Content Review Quiz: End class by providing a quiz on

 discuss how overseas have the grasp of learning

“The television sits near the family dining table to

People’s Magazine, 1959.

………………………… Affair where the Soviet ………………………… defected to Australia. From

Australians became ………………………… By supporting the American fight against Communism,

………………………… influence of American films, television, ………………………… and fashion.

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