HISTORY OVERVIEW, TERM 3 2013
UNIT TITLE:
How did an already diverse Australia become even more diverse during the Gold Rushes?
Year 5 level description: The Australian Colonies
The Year 5 curriculum provides a study of colonial Australia in the 1800s. Students look at the founding of British colonies. and the development of a colony. They
learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments,
social structures, and settlement patterns.
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect,
perspectives, empathy and significance.
These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should
be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in
which they are taught are programming decisions.
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources.
The key inquiry questions at this year level are:
 What do we know about the lives of people in Australia’s colonial past and how do we know?
 How did an Australian colony develop over time and why?
 How did colonial settlement change the environment?
What were the significant events and who were the significant people that shaped Australian colonies?
Term 3 Year 5 History
Content description
The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka
Stockade, internal exploration, the advent of rail, the expansion of farming, drought.
Elaborations
 Investigating an event or development and explaining its economic, social and political impact on a colony (for example
the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of
South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of
democracy)
 Creating ‘what if’ scenarios by constructing different outcomes for a key event, for example ‘What if Peter Lalor had
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encouraged gold miners to pay rather than resist licence fees?’
HISTORICAL
CONCEPTS
Historical Knowledge and Understanding
Achievement Standard
Evidence
The Australian Colonies
History Achievement Standard
Continuity and
Change
Cause and effect
Perspective
CONTENT DESCRIPTIONS
By the end of Year 5, students identify the causes and effects
The impact of a significant development or event on a of change on particular communities, and describe aspects of
colony; for example, frontier conflict, the gold rushes, the past that remained the same. They describe the different
the Eureka Stockade, internal exploration, the advent of experiences of people in the past. They describe the
significance of people and events in bringing about change.
rail, the expansion of farming, drought (ACHHK095)
Content description
Empathy
Significance
Contestability
LINKS TO OTHER
LA’S
English
Historical
narratives
French,
Jackie, 2009, The
Night they Stormed
Eureka.
Technology Materials,
Children construct a
gold
town using
ASSESSMENT (A)
Historical Skills
 CHRONOLOGY- Sequence historical people
and events. (ACHHS098)
 Use historical terms and concepts (ACHHS099)
 Analysis- and use of sources. Locate
information related to inquiry questions in a range
of sources (ACHHS102)
 Historical questions and research. Identify
questions to inform an historical inquiry.
(ACHHS100)
 PERSPECTIVE- Identify points of view in past
and present. Identify points of view in the past
and present (ACHHS104)
 Explanation and communication. Develop
texts, particularly narratives and descriptions
which incorporate source materials. (ACHHS105)
Students sequence events and people (their lifetime) in
chronological order, using timelines. When researching,
students develop questions to frame an historical inquiry.
They identify a range of sources and locate and record
information related to this inquiry. They examine sources to
identify points of view. Students develop, organise and
present their texts, particularly narratives and descriptions,
using historical terms and concepts.
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different materials.
Mathematics
Timelines
-
 Use a range of communication forms (oral,
graphic, written) and digital technologies
(ACHHS106)
Geography
(SOSE
Place and Space)
Where is gold found?
Creative Arts Drama
Role Play the Eureka
Stockade.
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS
Community Contributor
Effective Communicator
Designer and Creator
Leader and Collaborator
Active Investigator
Quality Producer
CROSS CURRICULA PRIORITIES
Catholic Ethos
The overarching purpose of Catholic schools of the
past, as well as the future, is to bring the Good News
of Jesus to all who hear it. In the midst of a world of
educational, social and economic change the focus
on the holistic growth of the individual remains the
surest way catholic school can prepare students for
the uncertainties of the future.
Aboriginal and Torres Strait Islander
Histories and Cultures
Active engagement of inclusive curriculum practices
which reflect Aboriginal and Torres Strait Islander
perspectives, knowledge, histories, cultures and
spirituality.
A
genuine
commitment
to
Reconciliation, guided by principles of personal
dignity, social justice and equity, which reflects the
Gospel message and the mission of the Church.
Asia and Australia’s Engagement with
Asia
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
Defining Features, Diocese of Cairns
The curriculum provides opportunities to value and
3. Know about contemporary and traditional
The curriculum provides opportunities for young respect:
Asia
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people to connect their curriculum experiences to a
living Christian faith.
Sustainability Education
1. traditional knowledge and practices
2. culture and natural heritage
3. spirituality
and to critically examine and/or challenge:
1. social constructs
2. prejudice and racism
4. Connect Australia and Asia
5. Communicate effectively with people of the
Asian region both within and outside
Australia confidently
Social Emotional Learning
Inclusive Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships
issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate
attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital.
difference, to value diversity and learn to respond
with dignity and respect to all through mutually
The curriculum provides opportunities to reflect The curriculum provides opportunities to develop:
enriching interactions.
upon:
1. Self Awareness
1. the gift of creation
2. Social Awareness
The curriculum provides equitable access for and/or
2. an attitude of responsible stewardship
3. Responsible Decision Making
positive interactions with students from different
and to critically examine and/or challenge:
4. Self-Management
backgrounds and with diverse needs and abilities.
1. the impact of human interaction with the
5. Relationship Management
natural, built and social environment
2. current environmental issues
GENERAL CAPABILITIES
Literacy
Students become literate as they develop
the skills to learn and communicate
Numeracy
Students become numerate as they
develop the capacity to recognise and
Information and
Communication Technology
Students develop ICT competence when
they learn to:
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Critical and Creative
Thinking
Students develop critical and creative
thinking as they learn to generate and
confidently at school and to become
effective individuals, community
members, workers and citizens. These
skills include listening, reading, viewing,
writing, speaking and creating print, visual
and digital materials accurately and
purposefully within and across all learning
areas.
understand the role of mathematics in the
world around them and the confidence,
willingness and ability to apply
mathematics to their lives in ways that are
constructive and meaningful.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
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As they become literate students learn to:
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interpret, analyse, evaluate, respond to
and construct increasingly complex texts
(Comprehension and composition)
understand, use, write and produce
different types of text (Texts)
manage and produce grammatical
patterns and structures in texts
(Grammar)
make appropriate word selections and
decode and comprehend new (basic,
specialised and technical) vocabulary
(Vocabulary)
use and produce a range of visual
materials to learn and demonstrate
learning (Visual information)
As they become numerate, students
develop and use mathematical skills
related to:

Calculation and number
Patterns and relationships
Proportional reasoning
Spatial reasoning
Statistical literacy
Measurement.
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Investigate with ICT: using ICT to plan and
refine information searches; to locate and
access different types of data and
information and to verify the integrity of
data when investigating questions, topics
or problems
Create with ICT: using ICT to generate
ideas, plans, processes and products to
create solutions to challenges or learning
area tasks
Communicate with ICT: using ICT to
communicate ideas and information with
others adhering to social protocols
appropriate to the communicative context
(purpose, audience and technology)
Operate ICT: applying technical knowledge
and skills to use ICT efficiently and to
manage data and information when and
as needed
Apply appropriate social and ethical
protocols and practices to operate and
manage ICT.
evaluate knowledge, ideas and
possibilities, and use them when seeking
new pathways or solutions. In learning to
think broadly and deeply students learn to
use reason and imagination to direct their
thinking for different purposes. In the
context of schooling, critical and creative
thinking are integral to activities that
require reason, logic, imagination and
innovation.
As they develop critical and creative
thinking students learn to:
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Ethical Behaviour
Students develop ethical behaviour as they learn to
understand and act in accordance with ethical principles.
This includes understanding the role of ethical principles,
values and virtues in human life; acting with moral
integrity; acting with regard for others; and having a
desire and capacity to work for the common good.
Personal and Social Competence
Students develop personal and social competence as they
learn to understand and manage themselves, their
relationships, lives, work and learning more effectively.
This involves recognising and regulating their emotions,
developing concern for and understanding of others,
establishing positive relationships, making responsible
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pose insightful and purposeful questions
apply logic and strategies to uncover
meaning and make reasoned judgments
think beyond the immediate situation to
consider the ‘big picture’ before focussing
on the detail
suspend judgment about a situation to
consider alternative pathways
reflect on thinking, actions and processes
generate and develop ideas and
possibilities
analyse information logically and make
reasoned judgments
evaluate ideas and create solutions and
draw conclusions
assess the feasibility, possible risks and
benefits in the implementation of their
ideas
transfer their knowledge to new situations
Intercultural Understanding
Students develop intercultural understanding as they
learn to understand themselves in relation to others. This
involves students valuing their own cultures and beliefs
and those of others, and engaging with people of diverse
cultures in ways that recognise commonalities and
differences, create connections and cultivate respect
As they develop ethical behaviour students learn to:
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recognise that everyday life involves consideration of
competing values, rights, interests and social norms
identify and investigate moral dimensions in issues
develop an increasingly complex understanding of ethical
concepts, the status of moral knowledge and accepted
values and ethical principles
explore questions such as:
o What is the meaning of right and wrong and can I be
sure that I am right?
o Why should I act morally?
o Is it ever morally justifiable to lie?
o What role should intuition, reason, emotion, duty or
self-interest have in ethical decision making?
decisions, working effectively in teams and handling
challenging situations constructively.
As they develop personal and social competence students
learn to:
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recognise and understand their own emotions, values and
strengths, have a realistic assessment of their own abilities
and a well-grounded sense of self-esteem and selfconfidence (Self-awareness)
manage their emotions and behaviour, persevere in
overcoming obstacles, set personal and academic goals,
develop self-discipline , resilience, adaptability and
initiative (Self-management)
perceive and understand other people’s emotions and
viewpoints, show understanding and empathy for others,
identify the strengths of team members, define and accept
individual and group roles and responsibilities, be of service
to others (Social awareness)
form positive relationships, manage and influence the
emotions and moods of others, cooperate and
communicate effectively with others, work in teams, build
leadership skills, make decisions, resolve conflict and resist
inappropriate social pressure (Social management).
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between people.
As they develop intercultural understanding students
learn to:
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identify increasingly sophisticated characteristics of their
own cultures and the cultures of others
recognise that their own and others’ behaviours, attitudes
and values are influenced by their languages and cultures
consider what it might be like to ‘walk in another’s shoes’
compare the experiences of others with their own, looking
for commonalities and differences between their lives and
seeking to understand these
reflect on how intercultural encounters have affected their
thoughts, feelings and actions
accept that there are different ways of seeing the world
and live with that diversity
stand between cultures to facilitate understanding
take responsibility for developing and improving
relationships between people from different cultures in
Australia and in the wider world
contribute to and benefit from reconciliation between
Indigenous and non-Indigenous Australians.
WEEKLY PLANNER
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Sorting 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Testing 
Acting 
TUNING IN
SEL IE
Reflecting
RESOURCES
Children revisit previous units on how the founding of new states and colonies influenced the Student Resources:
changing patterns of settlement in Australia. For this unit children look at the catalyst that Student workbook.
supported an economic growth in the new colonies as well as political and social changes.
Word Wall teacher with students are to begin a
word wall to assist with understanding. This will
Provide children with a painted gold rock and ask them to speculate how this metal could change be added to as terminology is introduced and
the face of the new colonies forever. How did the discovery of Gold contribute to the discussed.
development of Australia?
Fox, O& M. The gold Rushes A Cut Out Activity
Pose question to students: “What do you know about gold?”
Book, Kidzone
Who uses gold? Do you know of any famous places where gold was found? What Australian cities Provide cut outs of gold mining town for children
owe their beginnings to gold? Graffiti Page wall.
to assemble with various materials.
Artefacts on display.
http://www.nma.gov.au/educationChildren are given cut outs of different scenes from the Gold fields of Ballarat. As a class children kids/classroom_learning/multimedia/interactives
are given handouts to construct a 3D model of a gold town. Children are asked to place buildings /gold-rush
and characters where they believe they would be belong in a town. Children are asked to justify Teacher Resources:
their decision. As the children learn more about the diggings the model can be re arranged to http://ergo.slv.vic.gov.au/explore-history/goldenmeet the students’ new understandings.
victoria
Mine for gold
http://sovereignhilleducation.podomatic.com/
A great interactive resource where children can buy goods before mining for gold. French, Jackie, 2009, The Night they Stormed
http://www.nma.gov.au/education-kids/classroom_learning/multimedia/interactives/gold-rush
Eureka. Angus & Robertson, Pymble, N.S.W.
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ASSESSMENT OPPORTUNITIES
Formative
What do children know about gold?
Justify where they have placed their construction.
In developing a goldfield.
HISTORICAL LANGUAGE
Colony, Ballarat, gold, diggers, discovery, immigration, shafts, sifting, alluvial, mining, goldfields, official, discouraged, prospecting, terrain,
suppressing
REFLECTION
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WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Sorting 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Testing 
Acting 
SEL IE
Reflecting
EXPLORING
RESOURCES
Lesson Two: BIG QUESTION
How did an already diverse Australia become even more diverse during the gold period? How
did gold have an effect economically, politically and socially on the development of Australia?
.
Student Resources:
Excerpts from historical novels
French, J. Fair Dinkum Histories, Gold, Graves and
Glory. Scholastic, 2007
Teacher Resources:
National Museum of Australia www.nma.gov.au,
Gold Civilisation
http://sheducationcom.ascetinteractive.biz/images/
Sovereign%20Hill%20Immigration%20Kit%20PDF.pdf
http://www.eurekaballarat.com/
http://ergo.slv.vic.gov.au/explore-history/goldenvictoria
http://www.egold.net.au
Cox, K. Amazing Facts About Australia’s Early
Explorers, Steve Parish Publishing, 2008
Economically- an expansion of the colonies. Gold provided a solid base for investments that
led to an increase in population. Different types of mining gold led to new inventions.
Moore, G. Gold In Australia People, events and Ways
of Life, Upper, RIC Publications
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ASSESSMENT OPPORTUNITIES
Politically- Immigrants brought new ideas to the colony, Eureka Stockade did it lead to the
beginnings of Federation?
Socially_ Gold led to more inland towns being developed leading to roads, railways bridges.
Where was Gold first discovered in Australia?
New South Wales
Ballarat Victoria
Children view a clip from Sovereign Hill Victoria depicting life on the Diggings.
Pose questions
Who lived on the goldfields? What was life like for different groups on the goldfields?
Aboriginal, police, men women, children the Chinese,
Children also use their constructions from previous lesson to speculate on the people who
lived in this town.
Were different groups treated differently on the diggings?
Children pose questions for inquiry of what life was like for groups on the goldfields.
Reflection
Activity Silent QuAK
Students respond to the question, “Why was gold so significant to colonial Australia?”
What do you know about (or think you know) about the discovery of gold in Australia?
What sub–questions would help us to find more about the influence of gold for the colonies?
Who do you think was most affected by the discovery of gold?
Was it the same for all people? Invite students to continually read what others have written
using the following symbols.
agree
disagree
? clarification
Formative Assessment
Pose questions that will improve understandings of
the influence of gold.
Worksheet Gold
Comprehension materials can be found in:
People on the goldfields from
Moore, G. Gold In Australia People, events and Ways
of Life, Upper, RIC Publications
HISTORICAL LANGUAGE
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Ballarat, Sovereign Hill, diggers, miners, eureka, official, shaft mining, dry blowing, puddling, dredging, panning
REFLECTION
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
Acting 
SEL
IE
Reflecting
LOOKING
RESOURCES
How might we find out information about the gold rushes and people of this time?
Teacher explicitly to teach how to answer questions from the QuAK activity from previous
lesson.
By providing guidelines and examples of suitable sources children will develop critical
literacy skills through the Finding Our Voices activity. Teacher to provide examples of life
on the goldfields from different perspectives: police, miners, Chinese, Governor
1. Whose voice is heard in the text?
2. What are you invited to understand?
3. Do you accept the invitation?
4. Who else might have been a voice on this issue/event/situation? What might
these viewpoints be? (Adapted from Nayler1997)
Student Resources:
Provide children with examples of life on the Ballarat
goldfields from various sources.
Graphic Outlines to organise information
Note taking
Summarising information
Locating information
Evaluating
web-based
information
http://adb.anu.edu.au/
http://ergo.slv.vic.gov.au/explore-history/golden-victoria
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Teacher to discuss the difference between Primary and Secondary sources.
Teacher provides a number of resources for students to view and explore. Students
analyse the resources and locate the information related to their inquiry. Students
evaluate web based information. Use the CARS strategy – Credibility-AccuracyReasonableness-Support
Ergo provides many primary sources at the time of the Eureka Stockade from both the
miners and government perspectives.
Teacher demonstrates note taking skills and provides students with graphic organisers to
support these skills.
What was life like for the people living on the goldfields?
Students nominate various individuals that lived on the goldfields, (Chinese, children,
women, miners, police, governor) who do they think would have the best life on the
goldfields and justify their decision.
Teacher Resources:
Modelling of task: NSW
Primary & Secondary Sources from
http://www.dur.ac.uk/4schools/History/Primaryintro.htm
Ergo provides many primary sources at the time of the
Eureka Stockade from both the miners and government
officials. Great resource.
http://ergo.slv.vic.gov.au/explore-history/golden-victoria
ASSESSMENT OPPORTUNITIES
Formative:
Understanding material as a critical reader.
HISTORICAL LANGUAGE
Primary, secondary sources, colonies, note taking, settlement, establishment, political, economic reasons persecution, plunder, treasures, deposits,
devastation, fortune, region, foundation
shafts, sifting, alluvial, mining, goldfields,
REFLECTION
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WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
Acting 
SEL
IE
Reflecting
SORTING
RESOURCES
Cause and Effect Wheel
What was the Eureka Stockade? What are conflicts?
Did treatment of miners cause conflict on the goldfields?
What were the events before during and after the Eureka Stockade? What happened at
the Eureka Stockade? Why was Eureka Stockade considered a significant event in
Australian History?
Student Resources:
Cause and Effect Wheel Worksheet
Model of the Stockade
Excerpts from Historical narratives
French, J. Fair Dinkum Histories, Gold, Graves and Glory.
Scholastic, 2007
French, Jackie, 2009, The Night they Stormed Eureka.
Angus & Robertson, Pymble, N.S.W.
Teacher Resources:
http://ergo.slv.vic.gov.au/explore-history/golden-victoria
Teacher poses questions. Teacher demonstrates types of questions that would aid the
student’s inquiry. Students look at task sheet and criteria sheet.
Teacher models how to organise an illustrated narrative of what happened prior to the
night of the Eureka battle. Teacher constructs with students a timeline of what were the
events before during and after the Eureka Stockade. Children are assigned a year, object
or person and add to Timeline for other students to use. (Reinforce like any narrative it
has an orientation, complication and resolution).
Role Play Children with teacher write a Reader’s theatre using the events of the Eureka
Stockade. Children narrate and act out the events of the Eureka stockade.
Role Play Script,
ASSESSMENT OPPORTUNITIES
Formative Assessment: Students questioning, Journal
Writing
HISTORICAL LANGUAGE
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Journal, perspective timeline, established, conflicts, emigrate, immigrate, descent, racist, resentment, disrupted, stripped, Corps,
REFLECTION
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WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
Exploring 
Sorting 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Testing 
TESTING
Acting 
SEL
IE
Reflecting
RESOURCES
Children work on their illustrated narrative.
Children are given a checklist to review and ask a peer to review their work.
Assessment: Children begin their assessment based on their task sheet. Teacher explains task.
Children are asked to compose an illustrated narrative based on the events that led to the
Eureka Stockade, during the Eureka Stockade and the events after the stockade.
Teacher provides websites and texts for students to aid research.
Students individually assessed based on the content of their illustrated narrative.
Activity Think-pair-share-square. Students ascertain what information they will need to help
support their questions. Children gather, sort organise their information for their illustrated
narrative.
Student Resources:
Self and peer assessment through checklists
http://ergo.slv.vic.gov.au/explore-history/goldenvictoria
Teacher Resources
Year 5 History Work Samples ACARA Sample 2 An
Illustrated Historical Narrative. The Eureka
Stockade.
http://www.acara.edu.au/curriculum/worksamples
/AC_Worksample_History_5.pdf
ASSESSMENT OPPORTUNITIES
Self and peer assessment through checklists
Summative: Children complete task.
HISTORICAL LANGUAGE
Task, historical narrative, inquiry skills, diversity
REFLECTION
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Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting 
Testing 
SEL
IE
Acting 
ACTING
Reflecting
RESOURCES
Children present their work as a digital book as a pdf on the bookshelf. Over the week students read each
other’s work. Teacher constructs a quiz based on the children’s work. Smart Response.
Children use their knowledge to answer what if scenarios.
Creating What If scenarios by constructing different outcomes for a key event, for example
What was the impact of the Eureka Stockade? Did it help to develop democracy? Is there any evidence to
supports this?
Student Resources:
Journals/ Book Creator.
Teacher Resources:
Design a quiz for students to answer.
Smart response
ASSESSMENT OPPORTUNITIES
What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?
What if gold had never been found, would Australia still be the same today?
Children collect information they have learned from the goldfields and Eureka Stockade that might help
them support these scenarios.
HISTORICAL LANGUAGE
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Summative
scenarios
REFLECTION
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
7
GENERAL CAPABILITIES
8
Exploring 
Sorting 
Looking
Testing 
REFLECTING
more diverse during the gold rush period?
Teacher poses questions
How did the gold rush change the face of Australia?
Construct a PMI chart on what were the positive and negative aspects of gold discovery in Australia?
IE
Acting 
Reflecting
Student Resources:
PMI Chart
Teacher Resources:
http://ergo.slv.vic.gov.au/explorehistory/golden-victoria
ASSESSMENT OPPORTUNITIES
Interesting Factors
What we
have
learnt
Minus -
SEL
RESOURCES
Diverse Australia
Pose the following question to students. How did an already diverse Australia become even
Plus +
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Reflection: Summative in their journal
children reflect on knowledge gained.
HISTORICAL LANGUAGE
Diocese of Cairns, Catholic Education Services
Children reflect on whether they would like to have been a child living on the gold fields in the 1850’s and justify their choice.
REFLECTION
Diocese of Cairns, Catholic Education Services
Educational Modifications
CLASSROOM ACCOMMODATIONS
FOR WHOM
Seat near teacher
Assign student to low- distraction area
Seat near positive peer models
Use support groups / cooperative learning
Use rows instead of tables
Use learning centre
Use of time-out
Stand near student when giving instruction
Arrange classroom for safe visibility, accessibility and
movement
PRESENTATION OF LESSONS
FOR WHOM
Adjust work load, reduce assignments or give
alternative assignments
Use visual aids with oral presentation
Teacher gives student outlines or study guides
Ensure regular lesson revisits/reviews
Highlight instructions (marker or highlighter tape)
Give clear behavioural objectives
Ask student to repeat instructions for clarification and
understanding
Use high- impact game-like materials
Call on student often
Acknowledgment effort put forth
Give reminders for student to stay on task, monitor
student is on task/topic
Use large type/font and dark ink
Keep page format simple
Use visual prompts
Divide page into clearly marked sections
Remove distractions from paper
ALTERNATIVE EVALUATION PROCEDURES
FOR WHOM
Reduce number of items
Practice completely similar questions
Arrange for oral testing
Have support staff administer test
Permit student to type or use word processing
Adjust grading criteria based on individual
Adjusted grading option
Diocese of Cairns, Catholic Education Services
NOTE TAKING STRATEGIES
FOR WHOM
Provide student the means to record
Arrange for note taker e.g. Aide
Give student a copy of notes
Provide time for periodic review of student’s notes
(written, dictated, word processed)
ORGANISATIONAL STRATEGIES
FOR WHOM
Use calendar to plan assignments
Use of assignment notebook or work checklist
especially diary
Daily schedule
Give time top organise desk during class
AM check-in to organise for the day
Lunch-time check-in to organise for PM
PM check-out to organise for homework
Arrange a duplicate set of classroom material for use at
home
Develop parent/school contract
Training in time management
SUPPORT SERVICES
FOR WHOM
Peer tutoring
Cross-age tutoring
Student buddy
Work with school officer
Meet with staff during available times
Teach student to monitor own behaviour
Implement behaviour contract/reward
Self advocacy/communication skill training
Conflict resolution strategies
Other _____________________
Adapted with permission from Positive Partnerships PD Facilitators Guide
Module 5 Support materials
Diocese of Cairns, Catholic Education Services