History | Stage 3 | Term 1 | 2022
Title of Unit
Duration
This unit will be taught over 10 weeks.
Australian Colonies
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5
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Overview
Key Inquiry Questions
This topic provides a study of colonial Australia in the1800s. Students will
begin by looking at the development of the colonies in Australia. They
look at the impact on Aboriginal peoples, culture and the Australian
environment. They learn about what life was like for different groups in
the colonial period.
What do we know about the lives of people in Australia's colonial past and
how do we know?
What were the significant events and who were the significant people that
shaped the Australian colonies?
Unit Vocabulary
Links to KLA’s
Colony, convict, Indigenous, settlement
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
1
Adjustments
Insert student adjustments specific to this unit as required for each student.
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/special-education/adjustments
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
2
Outcomes
HT3-1: describes and explains the significance of people, groups, places and events to the development of Australia
HT3-2: describes and explains different experiences of people living in Australia over time
HT3-5: applies a variety of skills of historical inquiry and communication
Content
Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)
Students:

discuss why the British government set up colonies in Australia after 1800
The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of inhabitants
(including Aboriginal and Torres Strait Islander peoples) and how the environment changed (ACHHK094)
Students:

discuss the impact of settlement on local Aboriginal peoples and the environment

discuss the diverse relationships between Aboriginal peoples and the British

investigate the everyday life of a variety of men and women in post-1800 colonial settlements using a range of sources and explain their different
experiences
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
1
Historical skills
Comprehension: chronology, terms and concepts
• respond, read and write to show understanding of historical matters
• sequence historical people and events
• use historical terms and concepts
Analysis and use of sources
• locate relevant information from sources provided
• compare information from a range of sources
Perspectives and interpretations
• identify different points of view in the past and present
Empathetic understanding
• explain why the behaviour and attitudes of people from the past may
differ from today
Historical concepts
Continuity and change: some things change over time and others remain
the same
Cause and effect: events, decisions or developments in the past that
produce later actions, results or effects
Perspectives: people from the past will have different views and
experiences
Empathetic understanding: an understanding of another’s point of view,
way of life and decisions made in a different time
Significance: the importance of an event, development or individual/
group
Contestability: historical events or issues may be interpreted differently by
historians
Research
• identify and pose questions to inform an historical inquiry
• identify and locate a range of relevant sources to support an historical
inquiry
Explanation and communication
• develop historical texts, particularly narratives and descriptions, which
incorporate source material
• use a range of communication forms (oral, graphic, written) and digital
technologies
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
1
Week
1
Teaching and Learning Experiences
Australian Colonization
To stimulate interest and curiosity about the Australian
Colonies students read pages 2-5 of the stimulus eBook: The Australian
Colonies.
Discuss with students the reasons the British Empire wanted to colonize
Australia. Eg. Increased unemployment and crime in Britain, Whaling,
Farming, Relationships with Asia, somewhere to put prisoners, to beat the
French to Australia
Students reflect on if it was fair that claims to the land by the indigenous
people of colonised countries were often ignored and why Captain
Cook, after sighting and meeting some Aboriginal people, described the
newly claimed colony of New South Wales as being terra nullius; a land
belonging to nobody.
Resources
Comments
The Australian Colonies
ebook
Dictionaries
Changing Space video
(inquisitive)
Teacher constructed
worksheet.
YouTube video on
colonization
https://www.youtube.com
/watch?v=Sv2fDRF2VOk
Students look up a dictionary definition for ‘empire’ and ‘colony’ and
record on worksheet.
Watch the ‘Changing Space of Australia’ video and discuss with students
the changing colony borders.
Students’ complete worksheet outlining changes over time.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
2
Week
2
Teaching and Learning Experiences
Impact on Indigenous Australia
Students reflect on if it was fair on the Indigenous people of Captain
Cook not acknowledging the land as inhabited.
Discuss with students what sort of impact would have been felt by the
indigenous people when the British colonized Australia.
Students go through presentation ‘Australian Colonisation’ and discuss
how Indigenous people were affected. Eg. Introduction of Diseases,
dispossession of Land and Conflicts.
Watch YouTube clip with students about the impact on Indigenous
people.
Students’ complete teacher constructed worksheet on the different
impacts.
3
Indigenous Australians
Reflect on last week’s lesson on the effects the colonization had on
Indigenous people. Inform students that there are Indigenous people
that made an impact on the colonization of Australia.
Watch Outback House – Aboriginal perspective to look at how
Indigenous people help colonists understand the Australian land.
Look at the impact of Indigenous people such as Bennelong, Pemulwuy,
and local Aboriginal elder Tullimbar in Albion Park and what they did
during the colonization of Australia.
Students’ complete teacher constructed worksheet
Resources
Comments
Australian Colonisation
Powerpoint
YouTube Impact of
Colonisation
https://www.youtube.com
/watch?v=yy30BBZ2xJw or
https://www.youtube.com
/watch?v=8IfqSS8kpLA
Teacher constructed
worksheet
Outback house –
Aboriginal perspective
(Inquisitive)
https://www.inquisitive.co
m/video/295-outbackhouse-an-aboriginalperspective
Pemulwuy resource
https://www.nma.gov.au/
definingmoments/resources/pem
ulwuy
Teacher constructed
worksheet
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
3
Week
4
Teaching and Learning Experiences
The Development of Colonies
Inform students that after the initial arrival of the colonists to Australia
that there became a need for them to develop different colonies in
different parts of Australia.
Use History of Colonies presentation to demonstrate the different
reasons for the development of colonies across Australia.
Resources
Comments
Twinkl Development of
Colonies presentation
Teacher constructed
worksheet
Students to plot the early settlements of the colonies on a map of
Australia.
Stage 2/3 students answer who, what, where, when, how questions
about the reasons for the development of a particular colony.
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The Introduction of feral animals and plants
To stimulate interest and curiosity about the Australian Colonies,
students view the stimulus video: An Ancient Land. They imagine they
are a new settler to Australia in the early 1800s and create a quote to
describe the native flora (plants) and fauna (animals) they saw.
An Ancient Land video
(Inquisitive)
Students create a collage of animals and plants introduced during
colonial times. They visit the stimulus link: Feral Animals not Local to
Country a Feral Animal storybook
Collage worksheet.
Feral Animals not Local
to Country book
Wanted Animal
worksheet
Stage 2/3 students create a wanted poster for a chosen animal. Specific
criteria include: an image or illustration, why they were introduced, their
environmental impact and how they are being managed now.
Students reflect on the statement that ‘Australia has the worst animal
extinction rate in the world.’ They decide whether it is fact or fake news
as a class look up evidence for their ideas.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
4
Week
6
Teaching and Learning Experiences
Resources
Convict Children
Inform students that some of the convicts that lived in New South Wales
were children. Ask students what they think life was like in Sydney for a
young convict. Collaboratively complete a KWL chart.
Child Convicts of
Australia.
https://www.youtube.co
m/watch?v=5OWGbZJCn
1k
Watch Child Convicts of Australia and discuss what it would have felt like
to live like this each day. Discuss with students what sorts of crimes the
children committed to be sentenced to Australia.
Read the story “Beth – the story of a convict child’ Students to reflect on
what life would have been like for Beth serving and working at that age.
Students write a journal entry for Beth for a day of work.
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Life on the Land
Inform students that some convicts and early settlers were given land to
farm and work. Ask students what they think life was like living on a farm
in the early 1800s. What sort of things would need to be done first to
help you survive?
Students watch ‘Outback House – Accommodation on the station’
Students watch the My Place – Fencing episode
Students design their own farm with a main house, servants house,
animal shelters and gardens.
Comments
Beth – the story of a
convict child
https://storyboxlibrary.co
m.au/stories/beth-thestory-of-a-child-convict
Teacher constructed
worksheet.
Outback House –
Accommodation on the
station
https://www.abc.net.au/e
ducation/outbackhouse-accommodationon-the-station/13657518
My Place – Fencing
episode
http://myplace.edu.au/te
aching_activities/1878__before_time/1818/1/fen
cing.html
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
5
Week
8
Teaching and Learning Experiences
School in the 19th Century
Read the book: “Schools: Now and Then” by Charles Hope.
Discuss with students the differences between school now and then.
Watch Behind the News: Old School
http://www.abc.net.au/btn/story/s2953658.htm
Resources
Comments
“Schools: Now and Then”
by Charles Hope.
Watch Behind the News:
Old School
http://www.abc.net.au/bt
n/story/s2953658.htm
Students write a paragraph about what a day at school would have been
like in 1860.
Extension: Students practice writing a note using a quill and ink.
9
Meals in the 19th Century
Who usually prepares the evening meal at your home? How is it
prepared? How is preparing meals different when people go camping?
Ask students how cooking a family meal have been different in the
1860s, without running water, gas, electricity or any shops nearby?
Watch Outback House: The Evening Meal.
Outback House: The
evening meal
https://www.abc.net.au/e
ducation/outbackhouse-the-eveningmeal/13657546
Students write a plan on what they would have for dinner if they lived in
the 1850s.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
6
Week
10
Teaching and Learning Experiences
Social activities in the 1820s
View the clip ‘This little piggy’ and ask students why they think betting
on a race was so important for the enjoyment of their half-day holiday.
Ask students to reflect on what special games or sporting events they
participate in? Ask students to consider what they have learnt about so
far in the unit and think how often people were able to participate in
these sort of activities.
Discuss what other social activities/games/sports people may have
participated in during the 1820s.
Resources
Comments
My Place – Pig Racing
http://myplace.edu.au/te
aching_activities/1878__before_time/1828/1/this
_little_piggy.html
Outback House – The
horse race
https://www.abc.net.au/e
ducation/outbackhouse-horserace/13657584
Students participate in a class game or sport from the 1820s.
Assessment Overview
Formative (pre-test): (KWL charts, discussions)
Summative (post-test): (record here)
Assessment Examples: written work samples, video and/or photographic evidence
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
7
Unit Evaluation
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Cassandra AIKMAN
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown
copyright.
8