Outline: Sailing the Seven Seas
Middle Childhood Integrated: History – Year 4
Total notional hours: 25
Mapped to the Australian Curriculum
Log on
Section duration: 5 hours
Historical Knowledge and
Understanding
Historical Skills
English: Literacy
Assessable Tasks
Students:
Students:
Students:
Students:
 read, listen to and view a picture story
on the development of civilisation –
Mesopotamia
 explore methods of recording time
 read a procedure for making a skin
boat and draw, label and explain the
process
 list advantages and disadvantages of
different types of boats
 read, listen to and view a picture story
showing how people used available
resources to build boats
 investigate to find images showing
change
 sequence events on timelines
 read, listen to and view a picture story
on ‘mapping’ skills of early man
 write a learning log.
 interpret and draw maps using
symbols to show place and events
 draw a river with four ‘early’ boats
showing change and progress
 reflect on their learning.
 match a landscape to a map.
 draw a river with four ‘early’ boats
showing change and progress.
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Close to shore
Section duration: 5 hours
Historical Knowledge and
Understanding
Historical Skills
English: Literacy
Assessable Tasks
Students:
Students:
Students:
Students:
 read, listen to and view a picture story
of the use of sails
 recognise coastal and sea features
 read about Odysseus and determine
fact from fiction
 use keywords to write a brief summary
 analyse different types of sails to
determine strengths and weaknesses
 interpret symbols on a map, such as
dots, lines and colours used to show a
sea route
 analyse theories used to explain boats
and ships not returning
 use alpha-numerical coordinates to
locate places on a grid.
 read to determine keywords
 analyse different theories used to
explain boats and ships not returning
 write a learning log
 reflect on their learning.
 use keywords to write a brief
summary.
 read about life on board a Phoenician
ship and determine good and bad
points
 compare and contrast the resources
available to different ancient
civilisations
 recognise that trade is the result of
unequal distribution of resources.
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Page 2 of 5
Valiant Vikings
Section duration: 5 hours
Historical Knowledge and
Understanding
Historical Skills
English: Literacy
Assessable Tasks
Students:
Students:
Students:
Students:
 complete a knowledge chart to show
current knowledge, what students
want to know and what was learnt
about Vikings
 recognise and label the Mediterranean
Sea and the seven oceans
 find keywords from informational text
on navigation
 label the seven oceans of the world
using labelling conventions
 use alpha-numerical coordinates to
locate places on a grid
 write and illustrate a postcard from
one of the countries settled by Vikings
 locate places on an alpha-numeric grid
 compare and contrast a Viking
merchant ship and a Viking warship
 investigate early methods of
navigating
 write a brief summary on Viking
navigation
 use keywords to complete a summary
about Viking navigation
 locate places using the cardinal points
of a compass
 write a learning log.
 distinguish between fact and opinion
about a Viking sailor’s life
 investigate the physical features of
Iceland, Greenland or Vinland to
create a postcard.
 sequence the discoveries of the
Vikings
 map a route using the four directional
compass points
 write a summary using keywords
 write and illustrate a postcard from
one of the countries settled by Vikings
 reflect on their learning.
 analyse and understand the different
perspectives of the Native American
Indians and Vikings to the Vinland
settlement.
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Around Africa
Section duration: 5 hours
Historical Knowledge and
Understanding
Historical Skills
English: Literacy
Assessable Tasks
Students:
Students:
Students:
Students:
 learn about sea exploration by the
Portuguese, Macassans and the
Dutch in order to trade
 recognise and label main lines of
latitude
 read to find keywords
 reflect on their learning.
 look at Vasco da Gama’s adventure
from different perspectives
(Portuguese and Indian)
 learn about the Macassan and
Aboriginal interaction.
 recognise main ideas by identifying
the 5Ws
 locate places using latitude and
longitude
 write a postcard message from the
‘Top End’
 sequence events on a timeline
 follow the sea routes taken by
explorers
 write a learning log.
 use the 5Ws to write about Vasco da
Gama’s voyage
 use the 5Ws to write about Willem
Jansz and his ‘discovery’ of Australia
 investigate two spices
 use a planning format to organise data
 use legends to follow different routes
taken by different ships.
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Cook’s endeavours
Section duration: 5 hours
Historical Knowledge and
Understanding
Historical Skills
English: Literacy
Assessable Tasks
Students:
Students:
Students:
Students:
 ‘experience’ the journey through the
eyes of different people
 follow the journey on a world map
 read to find keywords
 reflect on their learning
 investigate the physical features of
Tahiti to create a postcard
 determine fact from fiction
 use keywords to focus on an aspect
for each leg of the voyage
 write a postcard message from Tahiti.
 complete a ‘My discoveries’ activity
sheet using keywords to write
sentences focusing on different
aspects of the journey.
 learn about the conditions on the
Endeavour compared with other ships
of the time
 classify sea superstitions
 read about experiences and
interactions with the original
inhabitants of Tahiti, New Zealand and
Australia.
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 write a learning log
 sequence the places visited by the
Endeavour.
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