AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 1, 2 and 3: Introducing World Heritage
Objectives:
To impart an understanding of:
• What World Heritage is.
• What and where the places are.
• A sense of the importance of Australia’s role.
Topics covered:
• What does World Heritage mean?
• Why World Heritage?
• What is the value?
Curriculum focus:
Time requirement:
Humanities
3 x 50 minutes
Activities:
Tuning in (use the following as prompting questions or foci as necessary depending on
students’ knowledge)
 Think of something old or from the past that is of value to your family.
Think pair share:
- What is it?
- Why is it important that you look after it?
- What might happen if you didn’t protect it?
- Report back to the class.
 Mission Statement Heritage: A gift from the past to the future.
- Unpack this statement through discussion or a mind map.
- What actions can we take to ensure something lasts?
 It is important to protect a place of value. What does heritage mean?
 ‘Heritage’ n. 1. That which comes or belongs to one by reason of birth; an inherited
lot or portion. 2. The culture, traditions and national assets preserved from one
generation to another. (Macquarie Dictionary)
Class Activity:
In groups of three or four, students should consider one of the following statements or
questions and create a poster for the classroom.
This poster should be visually interesting and reinforce some of the concepts to be discussed
and explored. More difficult questions can be allocated to groups needing extension.
Suggestions are as follows.
Five Whys: Why is it important to preserve things from the past?
(Keep answering each response with another question. Students will brainstorm questions
and different responses. See example below).
Q. Why is it important to preserve things from the past?
A. Because they are valuable.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Q. Why are they valuable?
A. Because they teach us about our history.
Q. Why is it important to learn about our history? etc.
Venn Diagram:
What is the value of old things? What is the value of new things?
PMI:
Imagine a world with no history.
SWOT (Strengths, Weaknesses, Opportunities and Threats):
Protecting things from the past is important. Use the SWOT as a graphic organiser and give
specific examples.
Comic:
Create a comic based on the first time humans realised it was important to preserve things
of value. Imagine this conversation.
Flow chart:
How do we define when something from the past becomes valuable? Who makes these
decisions? Is there conflict over what is of value? What would be the outcomes?
Students can present posters and share their information.
2
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 4 and 5: What is World Heritage?
Objectives:
Give students an understanding of what World Heritage is and some of the broad
requirements for a place to be World Heritage listed.
Topics covered:
What is World Heritage?
Which place is which?
Curriculum focus:
Time requirement:
Humanities
2 x 50 minutes
Activities:
Following on from lesson 1, revisit some of the ideas discussed and how this informs our
understanding of what World Heritage means.

What is World Heritage?

World Heritage recognises and protects places of value in terms of their natural or
cultural significance.

World Heritage Day is celebrated on April 18th.

What is the difference between natural and cultural places? Can a place have mixed
heritage values?

Australia has 17 World Heritage Places.

Ask students if they know of any World Heritage Places or other places in Australia
that may be World Heritage listed.

Think pair share: Why are these places of special value? (If there is no response, give
examples of high profile places such as the Great Barrier Reef or Kakadu National
Park). Report back to class.
Activity:
Provide students with a list of three World Heritage Places and three non-World Heritage
Places. They are to come up with five questions they can ask to determine which are World
Heritage listed. They should answer these questions with an explanation.
Example:
Question
Example - Uluru-Kata Tjuta and why?
Does it need protecting?
Yes - Uluru-Kata Tjuta and its surrounding environment should
not be harmed for cultural and environmental reasons. It
needs to be protected for future generations to enjoy.
Is it part of a
delicate/unusual natural
environment?
Yes. The area is unique in its flora and fauna.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Is it rare or a prime
example of its kind?
Yes. It is unique and unusual.
Is it an important part of
history?
Yes. Both to Anangu (Aboriginal) people, the first Australians,
and the early settlers.
Uluru-Kata Tjuta plays an important part in Australian history.
Is it of cultural
significance?
Yes, culturally it is very important to the Anangu (Aboriginal)
people and is inscribed with ancient drawings. To many
Australians it is regarded as the heart of Australia.
Once students have completed this activity, they should be provided with the full list of
places.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 4 and 5: What is World Heritage?
Worksheet
Guess which is which?
What questions could we ask to determine whether a place is World Heritage listed?
Write five questions, then fill in your answers for each of the locations below:
1.
2.
3.
4.
5.
Answer your five questions and explain your
answers
Place
Tasmanian
Wilderness
1.
2.
3.
4.
5.
Royal
Exhibition
Building
and Carlton
Gardens,
Vic
1.
2.
3.
4.
5.
5
World Heritage?
Yes or No?
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Answer your five questions and explain your
answers
Place
The Big
Pineapple,
QLD
1.
2.
3.
4.
5.
Kakadu
National
Park, NT
1.
2.
3.
4.
5.
Dog on the
Tuckerbox,
Gundagi,
NSW
1.
2.
3.
4.
5.
Old
Parliament
House, ACT
1.
2.
3.
4.
5.
6
World Heritage?
Yes or No?
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Full list of Australia’s World Heritage Places
Cultural
• Royal Exhibition Building and Carlton Gardens (2004)
• Sydney Opera House (2007)
Natural
• Australian Fossil Mammal Places (Riversleigh / Naracoorte) (1994)
• Fraser Island (1992)
• Gondwana Rainforests of Australia (1986)
• Great Barrier Reef (1981)
• Greater Blue Mountains Area (2000)
• Heard and McDonald Islands (1997)
• Lord Howe Island Group (1982)
• Macquarie Island (1997)
• Purnululu National Park (2003)
• Shark Bay, Western Australia (1991)
• Wet Tropics of Queensland (1988)
Mixed
• Kakadu National Park (1981)
• Tasmanian Wilderness (1982)
• Uluru-Kata Tjuta National Park (1987)
• Willandra Lakes Region (1981)
Each of Australia’s 17 World Heritage Places are also on Australia’s National List.
7
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 6 and 7: World Heritage Convention
Objectives:
Introduce students to the background of Australia’s implementation of the World
Heritage Convention.
Topics covered:
What is the World Heritage Convention?
The background of Australia’s implementation of the World Heritage Convention.
Curriculum focus:
Time requirement:
Humanities/ICT/English
2 x 50 minutes
Activities:
Direct students to: www.environment.gov.au/heritage/about/world/convention.html
Students are to read the page and make a list of vocabulary that needs further clarification.
Students are to compile a list for a Vocabulary Hunt. Before students answer the questions,
they must find definitions for these words.
Finding Information:
Students may be required to access other websites in order to answer some of the
questions. Teacher should be familiar with this website and the UNESCO website.
 Ask students to answer the questions outlined on the attached worksheet.
 Students should use full sentences (no dot points) and answer in their own words
where possible.
 This activity aims to develop students’ skills in information finding.
 Once students have answered the questions, go through them as a class.
Lessons 6 and 7: World Heritage Convention
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Worksheet
Learning about the World Heritage Convention
Access the following website as a starting point.
www.environment.gov.au/heritage/about/world/convention.html
Make sure you have completed your vocabulary finder before you begin answering the
questions.
Answer these questions in full sentences, using your own words. Remember, using someone
else’s words without referencing or acknowledgment is plagiarism!
Hint:
Look for the key words in the questions, try and find them in the text and take note of the
headings used in order to locate the information.
1. What is UNESCO? What is its website address?
2. Is Australia part of the World Heritage Convention? How do you know?
3. List three roles and responsibilities of participating nations.
4. Is Australia part of the committee? What are some of the roles of this committee?
5. How many Australian World Heritage Places are there? What kind are they (e.g.
natural)?
6. Work out how many Australian World Heritage Places there are in relation to other
countries as a percentage.
7. Draw a graph showing the distribution of places per continent. Excel might be useful
at this stage.
8. Can you find out whether a particular place was removed from the list and why?
9. What is the World Heritage ‘in danger’ list? How is this different from the standard
World Heritage List?
10. Give two examples of potential places in Australia that could in the future be
deemed ‘in danger’ if we don’t change. Is it too late for any places? (Think about
Australia’s recent natural disasters).
11. What is the importance of the World Heritage Fund? Who contributes?
9
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 8 and 9: Mapping
Objectives:
Become familiar with the locations of Australia’s natural, cultural and mixed World
Heritage Places.
Topics covered:
Locations of Australia’s World Heritage Places.
Curriculum focus:
Time requirement:
Geography
2 x 50 minutes
Activities:
• Students should use their list of Australia’s World Heritage Places and locate them on a
map.
• Students should make a correct list of natural, cultural and mixed places, and their
locations. Students should determine a colour for each of these categories.
• Students should include BOLTSS (Border, Orientation, Title, Legend [or Key] Source,
Scale) on their maps.
• On an outlined map of Australia with states, students should mark the locations of the
following World Heritage Places with numbers and a separate colour for each type:
1. Natural
2. Cultural
3. Mixed
Students will need to:
- Number and identify these World Heritage Places in the key.
- Identify the different categories using colours in the key.
- Include BOLTSS (Border, Orientation, Title, Legend [or Key] Source, Scale).
10
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 8 and 9: Mapping
Worksheet
Mark World Heritage Places on map of Australia
11
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 10: Timeline
Objectives:
Inform students when particular places became World Heritage listed.
Topics covered:
Chronology of Australia’s inscription of World Heritage Places.
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Activities:
• Using their Australian World Heritage Places list, students should put them in
chronological order of inscription on the World Heritage List.
• Students should plot these places on a timeline.
• Students should label their timeline and may include images or drawings of the places.
• An extension activity could be to list another country’s places on the timeline in a
different colour.
12
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lessons 11 and 12: Threats to World Heritage Places
Objectives:
Give students an understanding of why particular World Heritage Places are under
threat.
Topics covered:
Threats to Australia’s World Heritage Places.
Curriculum focus:
Time requirement:
Humanities
2 x 50 minutes
Activities:
www.gbrmpa.gov.au/ provides information on the Great Barrier Reef and the effects of
climate change.
Tuning in:
 What is a threat?
 What type of threats face Australia’s World Heritage Places?
 Students to brainstorm potential threats.
 Threats to World Heritage Places include soil erosion, weeds, introduced feral
animals, excessive recreational fishing, pollution, acid rain and climate change.
 Case study: Great Barrier Reef.
Great Barrier Reef
Ask students to come up with potential threats to this place.
Assess students’ prior knowledge of climate change.
• Climate change is a major threat to the Great Barrier Reef.
• Climate change threats include:
- rising sea levels
- increasingly violent storms
- run off from farms, and
- coral bleaching
• Global warming has increased sea temperatures, causing much damage to reefs
Ask students to brainstorm some of the implications of damage to the Great Barrier Reef.
Environmental, marine life, future generations, tourism and economy etc.
What are some of the simple, everyday ways we can combat climate change? Students to
work in groups to come up with solutions.
• Use less - Don’t buy unnecessary things
• Recycle
• Turn appliances off at the power point
• Eat locally produced food in season
• Walk or ride a bike, instead of driving
• Limit energy hungry appliances (air conditioners etc).
Activity
• In groups, choose an Australian World Heritage Place and create a mind map of threats
caused by human impact. Include ways we can minimise these threats.
13
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 13: Focusing on Australia's World Heritage Places
Objectives:
Introduce students to their focused assignment on the places.
Topics covered:
Getting to know Australia’s World Heritage Places.
Curriculum focus:
Time requirement:
Humanities
1-5 x 50 minutes
Activities:
• In pairs, students will begin a focused assignment on a place.
• The teacher may allocate places or let students choose. No place should be dealt
with twice. As there are 15 natural places and the Great Barrier Reef has already
been dealt with, there should be close to the correct number remaining to
distribute evenly. A pair needing extension could focus on two places.
• Students need to cover the points outlined on their assignment sheet and this
task should build on their previous activities and learnt material.
• Students must provide a correctly formatted bibliography.
• Read through the assignment sheet.
• Read through the World Heritage criteria.
• Read through the assessment rubric with students.
• Students to start research.
14
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 13: Focusing on Australia's World Heritage Places
Worksheet
Australia’s Wonderful World Heritage Places
In pairs, investigate one natural World Heritage Place. Your presentation needs to
include a visual aid, which could be a drawing, a model or a play. You may use
technology to help deliver your presentation.
Your research will be presented to the class. Be creative in your delivery. Think of your own
idea for a presentation or use one of the following methods:





A news report
A dramatic performance in which two people visit the place and discuss it
A reading of a storybook about the place
A promotional presentation using PowerPoint, interactive whiteboard or data
projector
An advertisement for the place either as a digital story or video
The aim is to share your knowledge. Make sure you cover the following information in
your investigation.
1.
2.
3.
4.
5.
6.
Explain what the place is and some of its features.
Where is this place?
What is it used for and who is it used by?
Outline how it fits the World Heritage criteria.
What is the value of this place in your opinion?
What are some of the threats facing this place? What can we do about this?
You must include a correctly formatted bibliography with this assignment. List all the
books, websites and any other sources you have used.
15
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 13: Focusing on Australia's World Heritage Places
Worksheet (continued)
World Heritage Criteria
1. Represents a masterpiece of human creative genius
2. Exhibits historic human ideas, development in architecture or technology, is a
significant monument or example of town-planning or landscape design
3. Shows important or unique links to a culture or civilisation either living or
disappeared
4. An outstanding example of a type of building, architectural or technological or
landscape which illustrates a significant stage or stages in human history
5. To be an outstanding example of a traditional human settlement, land-use, or sea
use which is representative of a culture and is under threat
6. To be associated with events or living traditions, with ideas, or with beliefs, with
artistic and literary works of outstanding universal significance
7. To contain superlative (the highest form or the best) natural phenomena or areas of
exceptional natural beauty
8. To be outstanding examples representing major stages of earth’s history
9. To be outstanding examples representing significant on-going ecological and
biological processes in the evolution of eco systems, plants and animals
10. To contain the most important and significant natural habitats for conservation of
biological diversity
Simplified from the UNESCO website http://whc.unesco.org/
16
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 13: Focusing on Australia's World Heritage Places
Assessment
Group Members:
Assessment Rubric
The place.
What is it?
Where is it?
Who uses it and
why?
Out of this World
Great Work
Good Effort
Keep Working
Fantastic! You have
clearly answered all
the questions of what,
where, who and why
in great detail.
Fabulous work!
Great! You have given
some good answers
on what, where, who
and why. You could
have provided a little
more detail at times.
Good effort! You have
answered most of the
questions on what,
where, who and why.
Your responses could
have been clearer and
more detailed. Keep at
it!
This is OK. You have
answered some of the
questions on what,
where, who and why.
Your responses
needed to be clearer
and more detailed.
Keep working.
Wow! You understood
the World Heritage
criteria and how they
apply to this place.
You have really
thought about this
place and given an
excellent evaluation of
its value.
Great! Overall, you
understood the World
Heritage criteria well
and how they apply to
this place. You have
shown some thinking
about the place and
its value.
Good effort! You
understood some of
the World Heritage
criteria and have
some knowledge of
how they apply to this
place. More
independent thinking
is needed on this
place and its value.
Keep at it!
This is OK. You
understood a little
about the World
Heritage criteria and
were able to link these
to the place but there
is room for more
detail and
understanding. You
need to think more
about the value of this
place. Keep working!
Excellent! You
understood all of the
threats facing this
place and gave great
ideas on what we
could do to make sure
it stays in tip-top
condition!
Great! You
understood most of
the threats facing this
place and gave some
good ideas on what
we could do to
preserve it! A little
more detail could help
make your research
even better. Overall a
job well done.
Good effort! You
understood some of
the threats facing this
place. You gave a few
ideas on what we
could do to preserve
it. This required more
detail and in depth
thinking. Keep at it!
This is OK. You
understood a little
about the threats that
face this place but
more research is
required. Further
investigation on what
we could do to
preserve this place
was required. Keep
working!
/20
How does the
place fit the
World Heritage
criteria?
What is its
value?
/20
What are some
of the threats?
What can we
do?
/20
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
The
presentation.
Creativity,
technology and
the bibliography
/20
Your presentation was
creative, interesting
and engaging! Your
delivery was clever
and helped bring this
place to life. Your
bibliography was
correctly formatted
and contained quality
sources. Fantastic!
Great! Your
presentation was
generally very good!
Overall it was creative,
interesting and
brought the place to
life. Your bibliography
was formatted well,
with only a few minor
errors, and had a good
range of sources.
Comments:
18
Good effort! Your
presentation was
quite good. It showed
potential to be
creative, interesting
and engaging,
although more could
have been done to
bring the place to life.
Your bibliography had
some errors and
needed more sources.
Keep at it!
This is OK. Your
presentation was OK
but needed to be
more creative,
interesting and
engaging. Did it really
bring your place to
life? Your bibliography
wasn’t correctly
formatted and you
needed many more
sources. Keep
working!
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 14: Criteria for World Heritage Listing
Objectives:
Give students an understanding of how a place is given World Heritage listing and a
sense of other potential places in Australia.
Topics covered:
Criteria for World Heritage listing.
Identify potential places for World Heritage listing.
Curriculum focus:
Time requirement:
Humanities/ English
3-6 x 50 minutes
Activities:
Students are to review the World Heritage Criteria.
Tuning in:
• Read through a simplified version of the World Heritage criteria with students.
• Ask them to think about potential places they think are suitable.
• Introduce task: Nominate a place for World Heritage status.
• Students should make their presentation interesting, engaging and persuasive.
• Students’ presentations must be visual and should use technology in their delivery
e.g. PowerPoint, interactive whiteboard, data projector, digital story, video.
• Look through the assessment rubric as a class.
• Once groups have been decided, students can spend several lessons researching and
compiling their presentations.
19
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 14: Criteria for World Heritage Listing
Worksheet
Imagine you have been asked to nominate a place that deserves World Heritage status, but
you need to persuade others that you have made the right choice.
In groups of three or four, decide which place you think is worth nominating and give the
class a two minute presentation. Make sure your chosen place is worthy of World Heritage
listing. There must be a visual element to your presentation; you could use an annotated
model, a slide show, a digital story, a PowerPoint presentation or a video. You could also
make flyers, brochures or posters to help sell your place. You need to show how this place
fits the World Heritage criteria and how it would benefit from World Heritage listing.
World Heritage Criteria
1. Represents a masterpiece of human creative genius
2. Exhibits historic human ideas, development in architecture or technology, is a
significant monument or example of town-planning or landscape design
3. Shows important or unique links to a culture or civilisation either living or
disappeared
4. An outstanding example of a type of building, architectural or technological or
landscape which illustrates a significant stage or stages in human history
5. To be an outstanding example of a traditional human settlement, land-use, or sea
use which is representative of a culture and is under threat
6. To be associated with events or living traditions, with ideas, or with beliefs, with
artistic and literary works of outstanding universal significance
7. To contain superlative (the highest form or the best) natural phenomena or areas of
exceptional natural beauty
8. To be outstanding examples representing major stages of earth’s history
9. To be outstanding examples representing significant on-going ecological and
biological processes in the evolution of eco systems, plants and animals
10. To contain the most important and significant natural habitats for conservation of
biological diversity
Simplified from the UNESCO website http://whc.unesco.org/
20
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 14: Criteria for World Heritage Listing
Assessment
Nominations for World Heritage Place
Group Members:
Assessment Rubric
Knowledge and
understanding
of World
Heritage criteria
/20
Strength of
presentation
/20
Out of this World
Great Work
Good Effort
Keep Working
Fantastic! You have
looked closely at the
criteria and made
decisions about your
place based on these
requirements. Your
place is ideal for a
World Heritage
nomination! You
found a place that fits
into most, if not all
the criteria and gave
good examples of how
it fits! You were able
to superbly outline
why this place is
World Heritage
worthy and how it
would benefit. You
argued a brilliant case
for a new Australian
World Heritage place.
Wonderful!
Great! You have
looked at the criteria
and show you’ve
understood it and
made good decisions
about your place
based on most of
these requirements.
Your place is great for
a World Heritage
nomination! You found
a place that fits into a
number of the criteria
and gave some good
examples of how it
fits! You were able to
successfully outline
why this place is World
Heritage worthy, and
gave good details
about how it might
benefit. A good
argument for a new
Australian World
Heritage place. Well
done!
Good effort! You have
looked at the criteria
and shown some
understanding. This
task really required a
more in depth
examination of what a
World Heritage place
is. The decisions made
about your place are
related to some of
these requirements.
Your place has some
potential to meet
criteria but you could
have given better
examples. With more
detail and concrete
examples you could
have better promoted
your place. More work
to be done.
This is OK. You haven’t
really looked at the
criteria in much detail
and there is room for
more understanding.
This task really
required a more in
depth examination of
what a World Heritage
place is. The decisions
made about your
place are OK but they
need to meet the
requirements and be
backed up with clear
and concrete
examples. Your place
had potential but
needed to be better
researched. Keep at it!
Fabulous! Your
presentation was
interesting and
thoughtfully
constructed. It was
well written and
organised. You used
great visuals, creative
Great! Your
presentation was
generally very good! It
was mostly
interesting, engaging
and showed good
writing, and
organisation. Your use
Good effort! Your
presentation was
generally pretty good!
It was interesting and
engaging at times but
could have been more
consistent. It showed
some good writing and
This is OK. Your
presentation was
satisfactory. You could
have worked to make
it more interesting
and engaging.
Consistency is
important. More work
21
AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
and competent use of
technology and left no
question in the
audience’s mind that
your place was it!
Your delivery was
flawless and made this
presentation brilliant!
Fantastic!
Group work and Fabulous! Your group
organisation
worked so well
together! You
delegated tasks fairly,
/10
evenly and you all put
in similar amounts of
work and got
everything in on time.
Your presentation was
really well organised
and this is testament
to your exemplary
group work skills.
of visuals and
technology was well
done! At times you
could have delivered
your message more
strongly and
smoothly. A good
effort!
organisation. Your use
of visuals and
technology was good
but could have been
more thoughtfully
considered. There was
room for better
delivery focusing on a
stronger message.
Keep at it!
could have been done
on writing and general
organisation. Your use
of visuals and
technology could have
been better. There is
room for
improvement. Keep
working.
Great! Your group
worked generally,
really well together!
You were able to
delegate tasks but
were they all evenly
spread out? You put in
similar amounts of
work, though there
may have been some
working harder than
others. Time was
generally well used
although there was a
little bit of wasting
time. Your
presentation was well
organised and this
reflects good group
work skills.
Good effort! Your
group worked well at
times but consistency
is needed! Delegating
tasks was not well
spread out. There
were some
inconsistencies in
terms of who did the
work. Time could have
been used more
effectively. Your
presentation could
have been more
successful if your
group work was more
effective.
This is OK. Your group
work was a bit patchy.
Delegating tasks and
making sure everyone
has the same amount
to do is important!
Not everyone shared
the workload. There
was some time
wasted. Had you
worked more
effectively as a group,
your presentation may
have been more
successful.
Comments:
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Lesson 15: Wrapping Up
Objectives:
Students synthesise their learning to make a plan of action
Topics covered:
What have we learned? What can we do now?
Curriculum focus:
Time requirement:
Humanities
1 x 50 minutes
Australian World Heritage Website Competition
The Australian World Heritage Competition is a natural extension to what students have
learned throughout the lessons.
For more information visit www.heritage.gov.au/education
Activities:
(This activity could be completed before or after creating a website for the competition.)
Discuss the following points as a class. Students can answer questions in a written reflection.
Reflection
• What have we learned?
• Why is this learning important?
• Why is it important to learn about World Heritage?
Making connections
• How does this link to other things we’ve learned?
• Does this increase my knowledge about other areas?
• Does what I’ve learnt make me want to inquire about other things?
Commitment to action



How will knowing about Australia’s World Heritage Places change my behaviour?
What will I do now? (Create a website to share my knowledge and inform others
about World Heritage Places)
What can we do to minimise the impacts of climate change?
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Extra Lesson: Evaluating a website
Objectives:
Encourage students to engage critically with a website to learn what makes a good
website.
Topics covered:
What is a good website?
Curriculum focus:
Time requirement:
ICT/English
1 x 50 minutes
Activities:
Students to complete the following activity. If they don’t have appropriate computer access
they could complete this task at home.
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AUSTRALIA'S WORLD HERITAGE PLACES
Years 5 and 6
Extra Lesson: Evaluating a website
Worksheet
Being a critical friend
Using the questions below to guide you, evaluate three websites, giving them a score out of
10. List any improvements you think could be made.
• Was the language used easy to understand?
• Was the font readable and an appropriate size?
• Could you navigate around the site easily?
• Was all the information up-to-date?
• Was it interactive?
• Could you find information easily? Were headings used effectively?
• Was it interesting to look at?
• Were there interesting, clear and appropriate diagrams, illustrations and pictures?
• Did all the internal and external links work?
• Were there any spelling or grammatical errors?
Using the information you have gathered, make a dos and dont’s list for a website.
This information can be presented in a report or a poster.
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