EEO410 ASSESSMENT 2

Humanities Inquiry Planner

Marissa Shami 213082449 and Michaela Pearson 216086741

Thursday 8am Mel Haley

EEO410 Learners learning about and for their world Human Disciplines
Inquiry Unit on Our Community Year Level: 3/4 Duration: 10 weeks (1 school term)
Unit Title: The First Fleet 1788- Now Our Community - Which coloured branch?
Your Names: Marissa Shami (213082449) and Michaela Pearson (216086741)
Yellow
INQUIRY FOCUS STATEMENT
The first fleet transported many people to Australia which as a result impacted the lives of Indigenous Australians

INQUIRY FOCUS QUESTIONS

How did they get here: How did the first fleet travel to Australia
Who came here: Many people arrived on the first fleet, who were these people and why were they coming?
Whats it like now: What was the nature and consequence of contact between Aboriginal and Torres Strait Islander peoples and the first fleet?
(VCAA, 2016)

CONCEPTS SESSION FOCUS UNDERSTANDINGS KEY SKILLS

These concepts are developed At the end of this unit, students will understand: Throughout this unit, students will have
through this unit developed these skills

The first fleet travelled on
ships from England to
Australia
Convicts made up the
majority of individuals who
were transported on the first
fleet. They were sent to
Australia due to a range of
crimes they had committed.
The first fleet arrivals had
both positive and negative
impacts on Indigenous
Australians, effects that are
still noticed today
1. An individual's treatment on the first fleet was dependent
on their social standing
2. Maps were used to navigate from England to Australia
3. Identify the key features of the tall ships that transported
the first fleet
4. The journey of the first fleet was long in which individuals
experienced many different emotions
5. Who was transported on the first fleet and why
6. Understand the reasons for the first fleet journey
7. The wide range people who committed crimes
punishable by transportation
8. The nature of the contact between the first fleet and the
Indigenous people and its effects
9. The effects of British Colonisation is still felt today
Identify the groups of people who arrived
on the first fleet
Navigate the journey of the first fleet ships
as well as be able to identify key parts of
the expedition
Outline the initial impacts the first fleet
had on the indigenous people and the
land, comparing what the Indigenous life
was like before the first fleet arrival
compared to after
Imagine how the individuals on the first
fleet felt, what they saw, what they could
smell and what they heard
Examine the different crimes punishable
by transportation and the individuals that
were transported

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SUMMATIVE ASSESSMENT
Students will be assessed on their presentation of work from the
unit during their last lesson. Students will be assessed on their
ability to display and communicate to the teacher/peers/parents
what they have learnt throughout the during of the unit.
FORMATIVE ASSESSMENT
Take part in a discussion with peers regarding crime and
punishment and the severity of punishment. Students will debate
whether or not the punishments for certain convicts were fair or not.
Ongoing formative assessment will occur throughout the unit with
anecdotal notes and observations
Ability to assume the persona of a convict and translate this
through their video diary
The artwork in response to the guest speaker will be assessed in
relation to students ability to understand the concepts discuss as
well as how they are able express their personal feelings on the
matter.
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TEACHING PROPOSAL (700-800 words)
Drawing on READINGS AND WEEKLY LECTURES explain:
Why use inquiry pedagogy?
Why is your inquiry focus statement important?
How does the Melbourne Declaration and Victorian Curriculum Humanities fit with your selected unit?

This unit of work focuses on the humanities domain, particularly history and first contacts in level 3 and 4. Overall this unit ties closely to the concept of
what makes our community? The study of a history unit promotes the understanding of societies that has contributed to shaping humanity from
earliest of times and helps students appreciate how the world and its people have changed (VCAA, 2016) This unit takes students on a journey into
the past, taking them on the first fleet voyage from England to Australia. During the 10 lessons we investigate who arrived on the first fleet, explore how
they travelled from England to Australia and identify possible effects this had on the original inhabitants of the land.

According to the Victorian Curriculum (2016), history is a disciplined process of investigation into the past that develops students curiosity and
imagination. This unit aims to facilitate students into the investigation of the first fleet, providing activities such as mapping, drama, art, mathematics
and technology, to tap into and activate students curiosity and imagination. Hoepper (2014, pg 53) describes the importance of critical pedagogical in
inquiry as it helps students to describe, explain and evaluate their world in turn, creating active and critical global citizens. Furthermore, according to
Fecho (2000) the use of inquiry pedagogy leads teachers and students into a process of social construction, critiquing, evaluating, questioning and
meaning making. In this unit it was extremely important for our focus to include and embed multiple disciplines and cross curricular priorities from within
the humanities domain as well as other subjects. The integration of multiple disciplines encourages and supports deeper learning. According to the
Australian Council for Educational Research when a multidisciplinary approach is used in the classroom correctly it can positively affect the learning
process. In conjunction Beane (1995) explains the multidisciplinary approach links tightly into the inquiry pedagogy as it promotes and engages in
seeking, acquiring, and using knowledge in an organic - not an artificial way. It was important when planning this unit that the multi disciplinary
approach was implemented in a meaningful way that aims to increase students engagement levels (Gordan, 2014 pg. 336.) With this in mind we
constructed a multidisciplinary unit of work that has students and teachers working to seek and use their knowledge in hands on and meaningful ways,
through activities such as re creating the first fleet ship, assuming a new persona and creating a senses box.

Our inquiry focus statement begins with the fundamentals of the first fleet, by asking students what is it? working through to who was on it? and finally
approaching did the first fleet impact the indigenous people of Australia? As this directly links to the history - first contacts curriculum expectations for
level 3 and 4 (VCHHK080), (VCHHK081), (VCHHK079.) According to Gilbert (2014, p.71) an effective unit of inquiry is centered around a big idea in
which teachers create and develop worthwhile learning experiences to engage students which, in turn provides [students] a breadth of meaning by
connecting and organising information, skills and experiences. Therefore, the shape of our unit was heavily influenced by the three stage inquiry
modeled explained by Gilbert ( 2014, pg. 75-78). In the first section of our unit students learning will occur in the immersion stage in which the topic is
introduced, activating students interest in the topic through hands on activities and developing key questions that will guide them through the
investigation (Gilbert 2014, pg. 75.) In the middle lessons of the unit students will be provided with new ideas and information which they will be
encouraged to make critical judgments about, this will be achieved through the outlined group and individual activities. In the final stages of the unit
students will celebrate what they have learnt. According to Gilbert, (2014, pg. 77) in this stage students have the opportunity to synthesise their
knowledge, students will achieve this by displaying and celebrating their learning for their peers, parents and teachers. Gilbert also explains the
importance of debriefing and reflecting as the final stage of inquiry (pg. 78.) In the final part of the unit students will revisit their wonderwall reflecting
4
 upon the questions they had when the unit began.

This unit of work addresses goal 2 of the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008), in particularly creating
active and informed citizens. This unit will allow students to appreciate Australias diversity and provide students with a brief understanding of Australias
history and culture. As well as providing students with the opportunity to understand and contribute to, and benefit from, reconciliation between
Indigenous and non-Indigenous Australians.
Our unit takes a balanced approach with both teacher directed and student centered learning. The teacher introduces students to their learning,
presenting big ideas, in turn scaffolding and facilitating their inquiry. Students are given the opportunity to work independently and in groups, they will
partake in group discussion sharing, evaluating and synthesising their ideas as well as their peers. Students learning journey will be monitored
throughout the unit. Gilbert (2014, pg. 98) mentions for assessment to be useful to students it needs to be implemented in a way that will maximise the
opportunity for feedback to be provided to students. In designed our assessments this has been kept in mind, ensuring students receive feedback to
improve their skills and understanding. In addition the use of formative assessment throughout the unit allows teachers to be aware of students
individual progress, to ensure they are able to direct students towards achieving the key outcomes of the unit.

References:

Beane, J 1995, Curriculum Integration and the Disciplines of Knowledge, Phi Delta Kappan International, retrieved 8 May 2017,
<http://www.jstor.org/stable/20405413>

Fecho, B 2000, Developing Critical Mass Teacher Education and Critical Inquiry Pedagogy, Journal of Teacher Education, vol. 51, no. 3, retrieved 8
May 2017, <http://journals.sagepub.com/doi/pdf/10.1177/0022487100051003006>

Gilbert, R 2014, Planning For Student Learning, in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History, Geography, Economics &
Citizenships in the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 66-95

Gilbert, R 2014, Assessment for Student Learning, in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History, Geography,
Economics & Citizenships in the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 96- 114

Gordon, K 2014, Integrating the Curriculum, in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History, Geography, Economics &
Citizenships in the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 322- 343

Hoepper, B 2014, Planning For Teaching Through Critical Inquiry in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History,
Geography, Economics & Citizenships In the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 44-65

Ministerial Council on Education, Employment, Training and Youth Affairs Melbourne 2008, Melbourne Declaration on Education Goals for Young
Australians, MCEETYA, retrieved 8 May 2017,
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>

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 Victorian Curriculum HUMANITIES areas covered in this inquiry unit
(leave blank if not appropriate to your unit)

HISTORY

Historical Concepts & Skills Content Descriptions

VC code
Chronology Sequence significant events in chronological order to create a narrative about (VCHHC066)
one navigator, explorer or trader and Australian settlement
Historical sources as evidence Describe perspectives of people from the past (VCHHC068)

Cause and effect Identify and explain the causes and effects of European settlement and (VCHHC070)
exploration
Historical significance

Historical Knowledge Content Descriptions

Community, remembrance and celebrations
VC code
Significance of days and weeks celebrated or commemorated in Australia (VCHHK076)
and the importance of symbols and emblems, including Australia Day,
ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week
and National Sorry Day

The diversity and longevity of Australias first peoples and the significant ways (VCHHK078)
First contacts Aboriginal and Torres Strait Islander peoples are connected to Country and
Place (land, sea, waterways and skies) and the effects on their daily lives
The journey(s) of a significant world navigator, explorer or trader up to the (VCHHK079)
late eighteenth century, including their contacts with and effects on other
societies
Stories of the First Fleet, including causes and reasons for the journey, who
(VCHHK080)
travelled to Australia, and their experiences and perspectives following arrival
The nature of contact between Aboriginal and Torres Strait Islander peoples (VCHHK081)
and others
GEOGRAPHY

Geographical concepts & skills

Content Descriptions VC code
6
Place, space & interconnection

Data & information Interpret maps and other geographical data and information to develop (VCGGC076)
identifications, descriptions, explanations and conclusions, using
geographical terminology including simple grid references, compass direction
and distance
Geographical knowledge
Content Descriptions VC code
Diversity and significance of places and
environments (3/4)

Factors that shape places and influence

interconnections (5/6)

ECONOMICS & BUSINESS (5/6) Content Descriptions

VC code
Resource Allocation and Making Choices

Consumer and Financial Literacy

The Business Environment

Work and Work futures

Enterprising Behaviours and Capabilities

Economic and Business Reasoning and

Interpretation
CIVICS & CITIZENSHIP
Content Descriptions VC code
Government and Democracy

Laws and Citizens

Citizenship, Diversity and Identity

CROSS CURRICULUM PRIORITIES & PERSPECTIVES

Outline how and where these perspectives will be embedded in your unit
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 (2-3 lines where appropriate in YOUR OWN WORDS )
Indigenous and Torres Strait Islander Histories & Cultures
Indigenous and Torres Strait Islander Histories and Cultures is embedded in the later lessons of our unit. We discuss Indigenous people being the
original owners of our land and the effects British Colonisation had on Indigenous people at the time and if those effects can still be noticed today
Asia and Asias engagement with Australia

Sustainability

Worldviews & Religions

CAPABILITIES (copy & paste where appropriate)

INTERCULTURAL CAPABILITY
Cultural Cultural
practices diversity
ETHICAL CAPABILITY
Understanding Discuss the ways to identify ethical considerations in a Decision
concepts range of problems (VCECU006) Making &
Actions
PERSONAL & SOCIAL CAPABILITY
Self-Awareness and Management
Recognition & Identify and explore the expression of emotions in Development
expression of social situations and the impact on self and of resilience
emotions others(VCPSCSE016)

Social Awareness and Management

Relationships & Collaboration
diversity
CRITICAL & CREATIVE THINKING
Questions & Construct and use open and closed questions for Meta-
Possibilities different purposes (VCCCTQ010) Cognition

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Reasoning Identify and use If, then and what if reasoning
(VCCCTR016)

Stage 1: IMMERSION - establishing what we want to find out: Posing questions and planning inquiry
Week/ Session Resources Whole class learning Independent/small group task Knowledge sharing
session: Focus experience (students feedback their
Understan learning)
ding (2,3,8
etc.)
Week 1 1. I.D Cards As the students enter the Students will be imagining they Open class discussion
Session 1 https://s-media-cache- classroom it will be set up as are on board the First Fleet. about the task,
ak0.pinimg.com/236x/f9/57 though they are boarding the They will need to locate their highlighting the difficult
/8d/f9578d3a1e086ec79e5 first fleet. They will be handed sleeping bunk, based on their and cramped conditions of
b2448b50c0fea.jpg an I.D card and assigned to convict I.D and who they are. the convicts and others on
(Appendix 1) their different living quarters The students will be told how board the First Fleet ships.
Bunk quarters many convicts would have been
(Appendix 2) sitting in a particular area
together, they must then sit in
that location and imagine the
conditions that the convicts
would have dealt with. Students
will answer such questions as:
- how do you feel about
your living quarters?
- Do you think you could
survive a long time living
here?
Week 1 Sticky notes Teacher will explain to Students will be given several Students will share with a
Session 2 students they will be sticky notes. They are required partner what their wonder
investigating the first fleet in to write down any wonderings for the unit is.
their new unit. They will also they may have, for example: I
present students with the wonder who came on the first
inquiry question for the unit so fleet i wonder what being on
students are able to begin the first fleet was like All of their
thinking about the topic. wonders, questions, concerns
and desires for this unit will be
displayed on the wonderwall for
the duration of the learning unit.

9
 Week 2 3. Compass How did the first fleet navigate Students use compasses to Students will share with a
Session 1 World Map from England to Australia? navigate from one spot of the member from a different
(Appendix 3) Looking at a world map have school to another. Students group the route they took
students suggest different must use words such as north, through the school.
routes the first fleet may have east, south and west to describe
taken from England to how they travelled.
Australia. How long do you
think that took? How many
stops would the ship need to
take?
Week 2 3. Interactive video of As a class analyse the route In pairs students will be given a Students compare and
Session 2 first fleet journey the first fleet took from laminated maps of the world. discuss how they were
(http://lrrpublic.cli.d England to Australia using the One will have the route the first able to follow their
et.nsw.edu.au/lrrSe interactive video and try to fleet took the other will be blank. partners directions,
cure/Sites/Web/136 work out how far the ship Students will sit back to back, addressing the positive
51/13652/journeys_ sailed. the student with the outline of and negatives of the
Pause the video to note the the route will attempt to explain instructions
nw2.htm)
stops the first fleet took and the route the first fleet took to
Class map
record it on the class map the partner while the partner
(http://hfa- (this can be displayed in the draws the route on their map.
herbertfamilyassoci class for the duration of the
ation.com/wp- unit)
content/uploads/20
14/09/world-map-
1a.jpg) (Appendix
4)
Laminated world
maps (Appendix
3)
Week 3 4. Polly Woodside Inform students on why we Students attend Polly Students will discuss with
Session 1 Excursion are attending Polly Woodside, Woodside, looking at and peers while on the
discuss what students should investigating the tall ship which excursion about what they
be looking for and thinking is similar to the ships used in are observing, any
about while on the excursion the first fleet. interesting features they
(features of the ship with the In groups students will write have seen and what they
purpose of recreating it next down some features of Polly have learnt from the
lesson.) Woodside ship excursion.
Week 3 4. The Voyage of the Students will use their Students will recreate a ship Students present a
Session 2 Endeavour- written knowledge from last lessons from the first fleet using play learning walk for students
by Wendy excursion and the image of dough or clay and teachers of other
MacDonald the Endeavour Ship found in classes
10
 (Appendix 5) the book The Voyage of the
https://firstfleetfello Endeavour. Discuss what
wship.org.au/ships/ they see in the image, how do
eleven-ships/ they describe the ship and the
Clay features and elements located
Play dough in the key. Using a
smartboard, follow the link
to allow students to gain a
better understanding of the
visual representations of the
ships.

Stage 2:ORGANISE, INVESTIGATE, FIND OUT- Collecting and analysing evidence

Session Resources Whole class learning Independent/small group task Knowledge sharing
Focus experience (students feedback their
Understandi learning)
ng
Week 4 5. Scenario As a class, students will sit Individually students will create In groups of 3 or 4
Session 1 Crashing individually with their eyes closed a time capsule response to the students will share their
waves - while the teacher reads out the scenario assuming the persona time capsule with one
https://www.yo following scenario (sound of of an individual on the first fleet. another. They will present
utube.com/wat crashing waves will be played in They will write a letter to what they have added to
ch?v=bBZ8n5 background): themselves detailing how they the time capsule and why
Imagine it is 1787 you are to are feeling about their journey, they have done so. What
UgZnU
board a ship with hundreds of their worries and hopes for their was the reason for each of
other people to travel to a land arrival at Botany bay. The time these items?
you have never been before. You capsule will be sealed in an
dont know where youre going all envelope to be re opened later
you know is its going to take 8 in the unit.
months and the conditions are
likely to be horrific. You are
setting up a new settlement
called Botany Bay. You are told
the land is empty and you will be
sent to work upon your arrival.
Most likely hard labour.
You have no choice, you dont
know if youll ever see your family
again.

11
 Week 4 5 http://www.abc Watch BTN video, discuss the Individually students create a Students partake in speed
Session 2 .net.au/btn/sto groups of people who arrived on senses box with items from the dating to share their
ry/s3934600.ht the first fleet and how they felt, classroom/school. senses box with one
m what they saw, what they Eg. A rough piece of paper may another.
Items to create touched, what they smelt and be placed in the box to
senses box what they could hear. represent the rough seas. Salt
may be sprinkled in the box to
represent the smell of the sea.

Week 5 6. Materials to As a class the teacher will In pairs students will design and As a class students will
Session 1 create outfit discuss with students the different make a suitable outfit that would display their outfits in a
people who came on the first fleet have been appropriate for fashion parade explaining
and brainstorm what these individuals on the first fleet. This the reasons for their outfit
people may have worn during this may be for the captain, convicts, choice.
time. marines etc.

Week 5 6. Materials to Discuss if you were on the first Individually students will create Students share todays
Session 2 create survival fleet what would you take in your a survival kit for an individual on learning in small groups
kit suitcase? Why might these be the first fleet. This will include: showcasing to their peers
important? What would you use - Personal keep sakes their survival kit. They will
them for? What do they mean to they wish to take on the briefly explain their
you? This can be for captains, journey (family photos, choices and why they
convicts, ship workers. jewellery, letters) think it would be
, - Items to entertain them necessary to have these
on the boat (card games, items with them on the
first fleet voyage.
joke books, puzzles)
- Necessities for survival
(water, canned meats,
underwear)
- Items needed for their
new settlement (maps,
tools)
Week 6 7. Class set of As a class, rewatch the BTN - In small groups of 4 or 5 One student from each
Session 1 convict role video focusing on the sentencing students will be handed group reports back to the
cards portion of the video. Discuss the convict role cards which class about their group's
(Appendix 6) different types of crimes and will detail the convict, discussion.
http://www.abc punishment handed down, their crime and their
.net.au/btn/sto creating a brainstorm using punishment. Students
mindmeister. will discuss their convicts
ry/s3934600.ht
with one another and
m
12

https://www.mi
ndmeister.com
Week 6 7. Convict role Students will enter the classroom
Session 2 cards from and it will be set up in 4 groups
previous with the convict role cards at each
session group. Students will be explained
(Appendix 6) today they have entered a
courtroom, there is criminals that
need to be punished! Students
will make up the convicts, judges
and convicts family in their
groups. Students will have the
opportunity to play each role.
You may model on the board
briefly what a script looks like.
Week 7 7. Convict diary As a class read through the
Session 1 excerpts convict diary excerpts and
(Appendix 7) discuss the similarities or
differences of the excerpt in
relation to their time capsule for
week 4 session 1.
Week 7 7. http://firstfleet.t As a class browse the website
Session 2 hruhere.net provided looking at various
iPads convicts. Students will pick one
Convict diary convict each to create a video
excerpts diary on. (eg. Child or adult).
(Appendix 7) Students are given some
examples of excerpts of convicts
iMovie
that they can read through to help
better understand their chosen
person. Students may use their
iPads if they wish to research
their convict further using the
decide if they believe
their punishments were
fair or not. Students may
also decide if this sort of
punishment still exists
today.
In groups students will recreate Each group will have the
a courtroom, sentencing the opportunity to present 1 of
convicts from the convict role their scripts to the class
cards or students may make up and perform the role play.
their own suitable punishments
for the time. As a group
students will develop 3 brief
scripts regarding the sentencing
of the convict. They must
include the following roles:
- Convict
- Judge
- Convicts family
Students use the convict diary Share 1 wonder with a
excerpts to create a list of partner. What do you think
wonders or questions they could be a possible
would ask a convict if given the answer to your wonder?
opportunity. Students will create
a short presentation using
powerpoint with their questions.
Students will use their Students present their
knowledge gathered from the digital response in small
unit so far. groups. They will need to
Individually students will create state what influenced
a video diary (using the ipads them to choose their
and imovie) taking on the individual.
persona of their chosen convict.
In the video students will list:
- who they are
- their age
- who they are leaving
behind in England
13
 website provided. Students will
create the video diary using
iMovie
Stage 3: CELEBRATE/INNOVATE -What do we do with what weve found?
Concluding, reflecting on and responding to the inquiry
Session Focus Resources Whole class learning
Understanding experience
Week 8 8. Ipads/Laptops Watch clip 2 of They have
Session 1 https://aso.gov.a come to stay. Analyse how
u/titles/documen the Indigenous people may
taries/first- have been feeling as they see
australians- the ships approaching and
episode-1/clip2/ how things may have
Wordle Example changed upon the first fleets
(Appendix 8) arrival. On their individual
whiteboards students will
write down important words
they hear in the video.
Discuss with students what
words might be deemed
important.
Week 8 8. Guest speaker An indigenous member of the
Session 2 local community will come into
class to discuss with students
their culture and history
specifically discussing how
they felt the arrival of the first
fleet affected their ancestors
- which ship they are on
- why they are on the ship
- how they are feeling
about the journey
- what they hope to find at
their new settlement
- As well as answer the
questions they detailed
in the previous session
Independent/small group
task
Students create a wordle,
using some of the words the
speaker used to describe
how the indigenous
individuals felt upon the
arrival of the first fleet
Students write questions they
wish to ask the guest speaker
next lesson using the
information they gathered
from the video and any
wonders they have that may
have arose while watching
the video.
Students will create an
artwork in response to the
guest speaker. This will be
done in groups of 2. Students
are encouraged to express
their feelings through the
artwork in relation to the
Knowledge sharing
(students feedback their
learning)
Students will place the
wordle that they have
created on their desks,
they will walk around the
classroom and look at the
designs and words they
have included in their
creation. Following on, in
small table groups
students will share with
one another why they
chose those specific
words.
Students will participate in
speed dating to share
their artwork with their
peers explaining what they
have done.
14
 and if any effects are still felt
today. The guest speaker will
also touch on the concept of
Australias National Sorry
Day.
Week 9 9. https://www.yout Listen to the song I Am
Session 1 ube.com/watch? Australian as a class look at
v=pL_JvhfQjms the lyrics. Discuss what the
students think the following
lyrics mean or are referring to:
For forty thousand
years I've been the
first Australian.
I came upon the prison
ship, bowed down by
iron chains.
We are one, but we
are many
We share a dream and
sing with one voice:
I am, you are, we are
Australian
And from all the lands
on earth we come
I stood upon the rocky
shore, I watched the
tall ships come.
Week 9 9. https://s-media- Briefly describe to students
Session 2 cache- what National Sorry Day is
ak0.pinimg.com/ (note this is a child friendly
originals/cf/29/f7 version that only includes
/cf29f71b5cab7 content appropriate for level
8ef86da257b2d 3/4 eg. the notion of the stolen
aef757.jpg generation is not included at
(Appendix 9) this has not yet been covered
in the curriculum) :
It is a day where we say Sorry
for any mistreatments that
have occurred Australias
guest speakers discussion.
They may choose to
represent how they are
feeling in response to the
speaker or any of feelings
discussed by the guest
speaker.
Students will be evenly Students will present their
divided into 7 groups and will story board and action at
be given one of the lyrics assembly.
discussed as a group.
Students will need to create
an artistic representation of
their lyric as well as an action
or movement that goes along
with this. The pictures will
create a class story board as
well as the action that
accompanies the students
lyric.
Individually students will Students will display their
create the we walk together artwork at the schools
art piece. Students are to Sorry Day Assembly.
discuss what they think this
means and how we can show
acceptance and reconciliation
in the classroom.
15
 Indigenous population. When
the first fleet arrived they took
the land from the Indigenous
people and didnt understand
their culture or way of life. A
long time passed and nobody
had apologised to the
Indigenous people for taking
over their land. In 2008 the
Australian Prime Minister, on
behalf of everyone apologised
to the Indigenous people for
hurting their feelings. Every
year we remember Sorry Day
to ensure we never hurt the
feelings of the Indigenous
peoples again, we celebrate
their culture together and hold
ceremonies with one another.
Week 10 1-8 Website As a class discuss what Students decide upon the In pairs, students will
Session 1 resources knowledge students have individual they wish to dress discuss with one another
www.kidcyber.com.au learnt about individuals who up and research from the first about the individual they
www.myplace.com.auw were involved in the travels of fleet for celebration day. have chosen to research.
ww.firstfellowship.org.a the first fleet. Students will Students will research their They will explain to their
u choose a traveler from the chosen person using the partner their interest in
http://www.schoolatoz.n first fleet to be for celebration following websites: choosing this particular
sw.edu.au/ day. Students will discuss www.kidcyber.com.au person along with any
who they wish to be and why www.myplace.com.au interesting information
and the role and significance www.firstfellowship.org.au they have come across
of their chosen purpose. http://www.schoolatoz.nsw.ed throughout their research
u.au/ in todays lesson.

Week 10 1-8 Students task As a whole class students
Session 2 work from the display their costumes and
unit share in their celebration day.
Students parents and family
will be invited to see the
students work over the unit.
Students will display:
- senses box
- item of clothing made
Students will take part in Students will present any
participating in the presenting questions they have come
all that they have made up with after reflecting
throughout the unit and in upon their wonderwall.
turn what they have learnt. They will have open
The parents and families will discussion with family,
be able to see all the work friends and peers about
displayed and the students the unit as a whole and
will take turns in explaining overall what knowledge

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 - time capsule
- survival kit
- interpretative art work
- video diary
Students reflect upon their
wonderwall and if there
questions were answered in
this inquiry unit
what they have made and
why they have made it.
they have gained
throughout and while
participating in all the
activities. Students will
explain what their
favourite aspect of the
learning unit was and why
this was the case.

BIBLIOGRAPHY: (Harvard style)

Include references AND images if appropriate here from your teaching proposal AND resources used in sessions:

ABC 2017, First Fleet, ABC, retrieved 8 May 2017, <http://www.abc.net.au/btn/story/s3934600.htm>

Australian Council for Educational Research 2016, Implementing a Cross Curricular Appraoch, Australian Council for Educational Research, retrieved 8
May 2017, <https://www.teachermagazine.com.au/article/implementing-a-cross-curricular-approach>

Beane, J 1995, Curriculum Integration and the Disciplines of Knowledge, Phi Delta Kappan International, retrieved 8 May 2017,
<http://www.jstor.org/stable/20405413>

Centre For Educational Development and Interactive Resources n.d, The First Fleet Register, Centre For Educational Development and Interactive
Resources, retrieved 8 May 2017, <http://firstfleet.thruhere.net>

Fecho, B 2000, Developing Critical Mass Teacher Education and Critical Inquiry Pedagogy, Journal of Teacher Education, vol. 51, no. 3, retrieved 8
May 2017, <http://journals.sagepub.com/doi/pdf/10.1177/0022487100051003006>
First Fleet Fellowship Victoria 2017, The Eleven Ships, 13th Beach Marketing, retrieved 8 May 2017, <https://firstfleetfellowship.org.au/ships/eleven-
ships/ >

Gilbert, R 2014, Planning For Student Learning, in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History, Geography, Economics
& Citizenships in the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 66-95

Gilbert, R 2014, Assessment for Student Learning, in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History, Geography,
Economics & Citizenships in the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 96- 114

Gordon, K 2014, Integrating the Curriculum, in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History, Geography, Economics &
Citizenships in the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 322- 343

Herbert Family Association 2017, First Fleet Voyage, retrieved 17 May 2016, <http://hfa-herbertfamilyassociation.com/?page_id=703>

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Hoepper, B 2014, Planning For Teaching Through Critical Inquiry in R Gilbert & B Hoepper, Teaching Humanities and Social Sciences History,
Geography, Economics & Citizenships In the Australian Curriculum (eds), Cengage Learning, South Melbourne, Victoria, pp. 44-65

MacDonald, W 1995, The Voyage of the Endeavour, Cardigan Street Publishers, Carlton, Victoria

Maps of the World 2013, World Map, image, retrieved 16 May 2016, Compare Infobase <http://www.mapsofworld.com/world-map-image.html>

Ministerial Council on Education, Employment, Training and Youth Affairs Melbourne 2008, Melbourne Declaration on Education Goals for Young
Australians, MCEETYA, retrieved 8 May 2017,
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>

NFSA 2017, First Australians- Episode 2 They Have Come To Stay, Australian Screen, retrieved 8 May 2017,
<https://aso.gov.au/titles/documentaries/first-australians-episode-1/clip2/>

Palmyra Primary School, Convict Diary, Palmyra Primary School, retrieved 8 May 2017, <https://palmyra-room3.wikispaces.com/Sophie>

Pinterest, n.d, We walk together, image, retrieved 8 May 2017,<https://au.pinterest.com/pin/532198880941670560/>

Rough Ocean And Strong Blizzard Sounds - Wild Stormy Sea Wave Crashing Sound, Wind Waves Ambience, YouTube, Relaxing Soundzzz, 16th December,
retrieved 8 May 2017, <https://www.youtube.com/watch?v=bBZ8n5UgZnU>

State of NSW 2011, The First Fleet, Department of Education and Training, retrieved 8 May 2017,
<http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/13651/13652/journeys_nw2.htm>

The Seekers- I Am Australian Lyrics 2015, YouTube, Stoned Tripper, 25th January, retrieved 8 May 2017,
<https://www.youtube.com/watch?v=pL_JvhfQjms>

FIELD WORK DAY (EXCURSION IN OUR COMMUNITY)

4 images of specific points of interest/artefacts/displays that you will direct your students towards in order to enhance their learning through your unit. You will
annotate these 4 images, explaining how they will be used to enhance learning and attach this to your assignment in the appendix.
Include a selfie of both you and your partner in at least one of these images!

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IMAGE 1 IMAGE 2

Annotation: Students will visit Polly Woodside to investigate the tall ship in Annotation: Students will take notes on the details of the mast, noticing the
preparation for recreating their own first fleet ship in class different poles and wires used and their purpose.

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IMAGE 3 IMAGE 4

Annotation: Students will study the front of the boat, and ask questions why it Annotation: Students will compare the back of the boat to the front noting the

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is shaped the way it is. As well as note what materials the front of the boat is different features that make it distinctive. Noting any design features and shape.
made out of. Is there a particular name for the front of the boat?

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APPENDIX
Please ADD any resources used here which may be seful when you come to teach this unit in a future classroom

Appendix 1: ID Cards

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Appendix 2- Bunk quarters

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Appendix 3: World Map

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Appendix 4: Class World Map with First Fleet Journey

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Appendix 5: Handout image of the First Fleet Ship- The Voyage Of The Endeavour Book

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Appendix 6: Convict crime role cards

Appendix 7: Convict diary excerpts

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Appendix 8: Wordle example

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Appendix 9: Example of we walk together activity

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