DEAKIN UNIVERSITY: LESSON PLANNING TEMPLATE: School of Education
Date: 4th August
Mentor Teacher: Miss Jamar
Duration of the lesson: 50 minutes
Title of lesson/activity: Australian history/geography
Intended Learning Outcomes/Learning
intentions:
What will the students be able to know and do
by the completion of this lesson?
Success Criteria:
How will you know that the students have
successfully achieved the learning
outcome/intention?
Prior Learning and Experiences:
How will students prior learning and experiences
be used in this lesson?
Links to the curriculum (AusVELS or the
Victorian Curriculum) and to the curriculum
planning of the school
Resources, Materials and Organisation:
What additional human and physical resources
will be required for this activity?
What specific teaching materials will need to be
prepared?
How will ICT be utilised in the lesson?
Student Group: 3/4
School: Mount Waverley North
Class size: 24
What Australia looked like in 1846
Locate important places on the map of Australia and their important dates/information
Accurately locate the places on the map using an atlas
Students will understand how and why Australia has changed over the
years.
Their knowledge of the First Fleet
Australia and its states
Beginning with the history of Aboriginal and Torres Strait Islander peoples,
students examine European exploration and colonisation in Australia and
throughout the world up to the early 1800s
Identify and describe continuity and change over time in the local
community, region or state and as a result of the effects of European
exploration (VCHHC069)
Describe perspectives of people from the past (VCHHC068)
Identify the origin and content features of primary sources when
describing the significance of people, places and events (VCHHC067)
1846 map of Australia and blank map
List of important places
Atlas
Whiteboard to display 1846 map
 What OH&S factors will need to be considered for
this activity?

Teaching Strategies and lesson structure: What you as teacher will What are the students Timing
do? doing?
Prompts for your planning: Beginning
Sit with the children and Sit on the floor and look at 10 minutes.
How will the lesson and ideas be introduced and have the 1846 map up. the 1846 map on the
made relevant to the students?
Engage the students and whiteboard. Have a
How will you engage the class?
talk about why Australia discussion about the
wasnt set up as soon as changes they can see that
the first fleet came and Australia made from 1846
talk about the places that to now (e.g Victoria is now
are listed. Ask them to list a state, Van Diemans
What specific teaching and learning strategies will
the differences between land is now called
you use for the lesson? Australia back then and Tasmania).
What exactly will the students be required to do now.
and what will be your role? Explain the main activity
How will you create a collaborative learning to the class.
environment and how will the classroom be
arranged to support this?
How will you include all learners? What
Curriculum and Pedagogy adaptations or
modifications will be required?
How will you differentiate learning opportunities
for diverse learners?
How will you ensure the students are on-task and
what strategies will you use to support positive
behaviour?
Middle
Allow children to use the Students start off by using 35 minutes.
How will you draw ideas together and conclude
atlas to find out where the an atlas to find the places
the lesson?
How will you conclude the learning experience/ places belong. They will that are on the list and
learning findings? cut out the label and stick place them on the map.
them onto the blank They can then add dates
Australia map, then and other information to
finding the dates they the map, so they know
were discovered and when the place was
other important created and other
information that need to characteristics.
 be added.
A quick recap of when all
the places were
discovered in Australia
and important information
that they have learnt
about in this lesson.
Conclusion
Students pack up and 5 minutes to conclude
come back to the floor, the lesson and pack
quickly recapping when up.
the main states were
discovered and other
interesting facts.

Reflection and Self Evaluation:

What aspects of the lesson seemed to be most
valuable?
What aspects of the lesson could be improved
and how could they be improved?
What follow-up will be required from this lesson?

Mentor Teachers reflection

(See guiding questions below)

Mentor Teachers reflection

The following questions can be used as a guide for providing structured feedback to pre-service teachers:
Has the pre-service teacher utilised teaching strategies that reflect an understanding of how students learn and factors that influence their learning?
Has the pre-service teacher sought to build on students prior learning and experiences?
 Has the pre-service teacher engaged the class through active learning strategies?
Has the pre-service teacher u t i l i s e d appropriate teaching materials and resources?
Does the pre-service teacher demonstrate a suitable knowledge of the content area and skills required to teach this lesson/activity?
Has the pre-service teacher drawn on appropriate curriculum documents for the lesson?
Has the pre-service teacher demonstrated effective communication in explaining tasks and ideas?
Has the pre-service teacher demonstrated adequate planning and set achievable goals for the activity?
Has the lesson/activity followed an appropriate sequence and timeline?
Have ideas been introduced in a way that motivates students?
Has the pre-service teacher been able to create a suitable and safe learning environment through the use of consistent and clearly communicated
behavioural expectations for students and OHS requirements?
Has the pre-service teacher used appropriate strategies to manage difficult and challenging behaviours?
Has the pre-service teacher used group work and individual tasks with success?
Has the pre-service teacher planned for flexibility and contingency in the lesson?
Is the pre-service teachers voice and body language suitable and effective in directing the learning activity?
Has the pre-service teacher been effective in the use of questions and answers?
What was the Australian teaching standard/s being developed in planning/implementing/reflecting on this lesson?
What are the strengths developed/areas for improvement as a result of planning and implementing this lesson?

Sydney Cove 1788: site chosen for British penal settlement

Botany Bay 1770: James Cook

Tasmania 1825: The colony of Van Diemens Land (changed to Tasmania in 1856).

Moreton Bay 1770: James Cook

South Australia 1836

Western Australia 1827

Victoria 1851

New South Wales 1788: colony of Arthur Phillip.

Brisbane - 1824

Port Arthur - 1830

Australian Capital Territory 1911: Federal Capital Territory was created (changed name in 1938)

Northern Territory 1824. 1911: separated from SA and became part of commonwealth

Port Phillip - 1802

Swan River - 1829

Murray River - 1828

Why did it take so long to discover AU?

- First years were very hard due to food not growing.
- Only way to transport around is boats and walking took them ages to explore the land.
- 1790 the second fleet arrived
- Resistance of Aboriginals to give up their land
-