Week 5
Date: Wednesday 29th of April 2015
Duration: 60 minutes
Lesson: 10 of 10
Curriculum
Humanities and social sciences
Australia as a nation: The contribution of individuals and groups, including Aboriginal and Torres Strait
Islander people and migrants, to the development of Australian society, for example in areas such as
the economy, education, science, the arts, sport. (ACHHK116).
o Researching places of birth of Australias people at one or more points of time in considering
notable individuals in Australian public life across a range of fields (for example the arts,
science, sport, education), including Aboriginal and Torres Strait Islander people, a range of
cultural and social groups, and women and men.
Historical skills / Chronology, terms and concepts: Sequence historical people and events (ACHHS117).
o Describe past events and changes.
Chronology, terms and concepts: Use historical terms and concepts (ACHHS118).
o Using historical terms and concepts related to the content such as immigration, heritage,
diversity etc.
Historical questions and research: Identify questions to inform an historical inquiry (ACHHS119).
o Researching reasons selected people migrated to Australia, identifying where they came from
and What impact have they had on the character of Australian society?
Identify and locate a range of relevant sources (ACHHS120).
o Using internet search engines, museums, library catalogues and indexes to find material
relevant to an inquiry.
Literature
Creating literature: Experiment with text structures and language features and their effects in creating
literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800).
o Students demonstrate their ability to produce a historical recount using the correct text
structure and language features.
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Lesson Overview
Integrating socially model of inquiry stage: Taking Action
Lesson 10: This lesson is designed for students to dedicate a significant amount time to planning,
drafting and writing a Historical Recount (Summative Assessment). At the beginning of the lesson
students watch a motivational video about assessment planning and strategies on how to ensure all
requirements are met. A whole class discussion will be held to communicate the assessment item
requirements and marking criteria and allow students time to ask question and clarify misconceptions.
The structure, grammatical requirements and process of writing a historical recount will also be
discussed at the beginning of the lesson, paying particular attention to the requirements of the
historical recounts Background. Students then spend the majority of lesson 10 planning and drafting
their historical recount. Towards the end of the lesson the Peer Assessment sheet and Historical
Recount Checklist will also be discussed.
Lesson 11: At the beginning of this lesson the teacher recaps requirements of Record of Events and
answer student questions. Students spend the majority of the lesson continuing to draft their
summative assessment item. Towards the end of the lesson students peer review their partners work
and provide feedback etc.
Lesson 12: At the beginning of this lesson the teacher recaps requirements of Evaluation and ensuring
students also provide a description on how their person positively influenced our society. Students
spend the majority of the lesson continuing to write their summative assessment item. Towards the
end of the lesson students peer review their partners work and provide feedback etc.
Lesson Objectives
By the end of lesson 10 students will have achieved the following:
o Identified strategies required to plan a summative assessment item.
o Comprehension of the summative assessment items requirements and marking criteria.
o Understands the structure of a historical recount.
o Planned and drafted their historical recounts Background.
o Reviewed a peers work and received feedback on their Background.
o Edit and finalise their Background.
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Assessment
Assessment of learning (Summative Assessment):
During lesson 10-12 students are able to demonstrate the knowledge acquired throughout the unit by
writing a Historical Recount. Refer to the attached Historical Recount Assessment Checklist and the
Historical Recount Criteria Sheet.
Inquiry question
Key inquiry question:
o Which influential past and present people have positively influenced our Australian society?
Lesson Structure
Time
Teaching
Resources
3 mins
12 mins
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
Resources:
o https://youtu.be/
RMIpoDLrXRg
o Historical
Recount criteria
sheet
o Historical
Recount Checklist
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Teaching
Resources
http://alldownunder.com/australian-aussies/nationalliving-treasure.htm
o http://www.whitehat.com.au/australia/people/Living.asp
o http://adb.anu.edu.au/
o http://search.abc.net.au/s/search.html?collection=abcall_
meta&form=simple
Time
Conclusion
Resources
o Student history
books
o Internet
connection
o iPads or desktop
computers
Teaching
Resources
5 mins
Resources
o Student history
books
Differentiation of learning
Vygotsky Social Learning Theory - Zone of proximal development
Students scaffold writing the historical recount by providing and receiving feedback from peers (Marsh,
2010).
Gardners Theory of Multiple Intelligence
This lesson accommodates the needs, abilities and preferred learning styles (Gardners Multiple
Intelligences) of all students in the following way:
o Linguistic and visual students able to write and visual concepts in the concept map generator;
o Logical/Mathematical students encouraged to reason, record, analyse, compile information and
design plans;
o Interpersonal students encouraged to discuss, respond, visualize, question and clarify throughout
the lesson;
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Evaluation
o
o
o
o
o
Did the students connect with the earning outcomes of the unit through the inquiry question?
Were the students effectively catered for throughout the lesson?
Did the student enjoy the hands on approach to learning?
Did the questions asked provide an insight into student higher order thinking?
What could be improved to assist those students who are having difficulties with the concepts?
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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Proficient
Group / Student
worked beyond
the knowledge
skills &
understanding of
the unit.
Demonstrating
Group / Student
demonstrated the
knowledge skills &
understanding of
the unit.
INDIVIDUAL
STUDENT
Developing
Group / Student
developed the
knowledge skills &
understanding of
the unit.
Emerging
Group / Student
knowledge skills &
understanding of the
unit require support.
ASSESSMENT
Proficient
Demonstrating
Developing
Emerging
Proficient
Demonstrating
Developing
Emerging
Developing
Emerging
Proficient
Demonstrating
Proficient
Demonstrating
Developing
Emerging
Proficient
Demonstrating
Developing
Emerging
Proficient
Demonstrating
Developing
Emerging
TEACHER FEEDBACK:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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References
ABC. (2015). Retrieved 19/03/2015 from
http://search.abc.net.au/s/search.html?collection=abcall_meta&form=simple
Ashman, Adrian, and John Elkins. Education for inclusion and diversity. 4th. Frenchs Forest NSW:
Pearson Australia, 2012.
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Humanities and social sciences,
history, year 6. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-socialsciences/history/curriculum/f-10?layout=1#level6
Marsh, Colin. Becoming a teacher: Knowledge, skills and issues. 5th. Frenchs Forest, NSW: Pearson
Australia, 2010.
Popplet for School. (n.d.). Retrieved March 19, 2015, from http://popplet.com/
White. (2015) The white hat guide to 100 important living Australians. Retrieved 19/03/2015 from
http://www.whitehat.com.au/australia/people/Living.asp
Trish Gee, Deashni Pillay, Rosalba Contarino, Bianca Polino & Amy Gampe
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