Our Australian heritage
K-6 Multistage
Connected Outcomes Group (G)
Connection focus for each stage:
ES1 / S1: understanding that cultural activities, objects, songs, dances and stories express beliefs, values
and a connection to place and people.
S2: exploring the impact of British colonisation and how it has shaped Australia.
S3: exploring events in Australia’s past to better understand how our history shapes and influences us. The
impact of significant events, inclusive of Aboriginal history, develops our understanding of democracy.
Creative Arts
Stories can take many forms, including pictures,
dramatisations, song, movement, soundscapes and
voice, as well as written narratives.
The arts often record and comment on issues,
activities and events from particular viewpoints. An
artist or writer can represent a specific view of history,
representing places, people and events in a way to
give an audience a particular impression. Viewing
historical works may also allow students to place
people, actions and places into a relevant context.
SciTech
The art forms investigate traditions and heritage of all
Students will be engaged in:
• telling stories and exploring Australian heritage
through Visual Arts, Music, Drama and Dance
• researching key events and people from Australia’s
history
• creating a tableau depicting a stage in Australia’s
history
• investigating how animals adapt to different
environments
• researching key events and people in developing
Australian traditions and heritage
• creating a book based on a personal experience
and artefact.
HSIE
Students develop an understanding of heritage as
a sense of change through time and place, by
sharing stories, oral histories, photos and
artefacts related to their own and other families
and their community.
Stage 2 students undertake a study of the British
colonisation of Australia and its effects on the British
settlers, convicts and Aboriginal people. Students
use an inquiry process to identify changes that have
occurred as a result of British colonisation. Students
develop values and attitudes associated with social
justice, ecological sustainability and democratic
processes.
Stage 3 research will focus on the impact of
particular events and decisions on Aboriginal
people, inclusive of a shared history with
Aboriginal nations. Students explore and discuss
various historical events. Exploration of concepts
will engage students in the development of
information skills and an evaluation of values and
attitudes in relation to social justice and
democratic processes. Students develop
knowledge and understandings of the history of
Australian democracy and significant events and
people, before the 20th century, that have shaped
the identity of Australia.
Australians
in understanding
past and present
Students examine
the effectsour
of European
settlement
values
about
spiritual
and
worldly
beliefs.
on the natural environment. Students
investigate
The rituals,
representations
and structures
food
webs toobjects,
understand
the interdependence
of
Planned assessment:
which
comprise
arts
critical elements of our
livings
things the
such
asare
animals
cultural heritage.
Students
design and make a book to tell others their
• observation of a musical composition using artwork
story.
A methodical
approach
toaplanning
should
be
Traditions
and heritage
provide
context for
studying
as inspiration
taken,
using
flowcharts
and storyboards.
the past
as well
as a stimulus
for the creation of new
• viewing of a character dramatisation in an
A
focus on design criteria and the intended audience
works.
imaginative story
should
be an important factor of initial planning.
.
• analysis of multilayered landscape art work
Students consider:
• evaluation of the significance of events that have
• how is a book made?
affected families and the development of
• how is it bound?
democracy in Australia
• what are the sections of a book?
• observation of student’s contribution to a discussion
• what is layout?
on animal adaptation.
PDHPE
• what does an editor do?

evaluation of the process of designing and making
PDHPE outcomes are addressed in other units within this
• how do I make my book appeal to my intended
a story book
Stage. There are no PDHPE outcomes linked to this unit.
audience?
?
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2007) – Not part of NEALS
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COGs multistage unit ES1/S1/S2/S3 Our Australian heritage (G)
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Multistage Traditions and heritage (G)
Student work:

•
•

students will be
asked to bring in
a personal
artefact
(something of
importance to
them), and an
artefact from
their family
students will be
producing a book
from stories and
drawings based
around this
artefact.
Organise for an
older community
member to share
stories about
when they were
young.
Students will
need a SciTech
log book to
record
understandings
and reflections
Resources needed:
Episodes from the ABC schools series Our History provides stimulus for students, particularly in Stages 1 and 2, that students can access without direct teacher
input. The 10 minute episodes can be recorded from ABC Education Schools TV for use with students. Program information is available at:
http://www.abc.net.au/schoolstv/series/OURHISTORY.htm Alternatively a DVD set of programs can be purchased from ABC Commercial 1300 650 587 or go to:
http://www.abc.net.au/programsales/s1637343.htm
The DET website A shared history http://www.curriculumsupport.education.nsw.gov.au/shared/index.htm provides information for teachers about the shared history
of Aboriginal people and colonisation.

Caring for Place – caring for Country (DET) available as a pdf at: http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/resources/index.htm


Treasures (DET) available as a pdf at: http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/resources/index.htm
Library texts on European explorers who visited Australia, Captain Cook, the First Fleet, the early colony at Sydney Cove, the Gold rush, the Eureka
Stockade, Federation, lifestyles of the early 1800’s, Stolen generations and Reconciliation.

Texts on Aboriginal resistance to British colonisation such as those listed in the multistage unit Australian democracy (DET), available at
http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/teaching/multistage/index.htm

Talking identity (DET) available as a pdf at: http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/resources/index.htm

The Encyclopaedia of Aboriginal Australia

Belief in action (DET) available as a pdf at: http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/resources/index.htm

Discovering Democracy kit, Upper Primary

One destiny CD-ROM

Moorditj CD-ROM

Australians all! Curriculum Corporation

Face the facts (HREOC) available as a pdf at: http://www.humanrights.gov.au/racial_discrimination/face_facts/index.html
The Scholastic series ‘My Australian story’ provides some historical novels that address different aspects of history for Stages 2 and 3. Students, particularly stage
3, can be encouraged to read some of these historical stories.
• Beyond the frame (DET)#
• Enter Art (DET) (currently out of print; teacher’s book is available as a pdf on arts action CD-ROM (DET) #
• musical instruments
• artefacts (personal items of interest, objects from family and community members, Aboriginal artefacts)
.• Vocal-Ease modules 3 & 4 (DET)#
• Abel's moon, Shirley Hughes, Catherine and Laurence Anholt's big book of families, When I was young, James Dunbar, Isabella’s bed, Alison Lester
• a range of different styles of story books (produced in different ways).
• Exploring the worlds of K–6 drama: from Ancient Anna to the Cloth of Dreams (DET) #
Collaborate with your teacher-librarian for teaching and resource support.
Copies of DET and BOS resources, including out of print resources, can be borrowed from Equity Resource Library, phone (02) 9582 5860
#Additional
copies of these DET resources are available from DET sales
at:https://www.det.nsw.edu.au/doingbusiness/product_service/schcurresource/index.htm
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2007) – Not part of NEALS
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COGs multistage unit ES1/S1/S2/S3 Our Australian heritage (G)
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Term planner (teachers may want to use this to plan the work over a term)
Week
1
Creative Arts
HSIE
Australia before British colonisation (all stages)
SciTech
Diversity of animals – investigation (all stages)
2
Dance: (all stages)
Local Aboriginal community (all stages)
Family heritage (Stage 1)
Terra Australis (Stage 2)
Terra Nullius and Aboriginal people (Stage 3)
Classifying animals (all stages)
Telling a story through movement
3
Telling a story through movement
Key events in Australia’s history including the ‘discovery’ of
Australia (Stages 2 and 3)
Animal adaptation: identifying structure and function (all
stages)
4
Drama: (all stages)
Australia over time: Part 1 (Stage 1)
Captain James Cook (Stage 2)
Significant events and people: The gold rush, Eureka
Stockade (Stage 3)
Animal adaptation: identifying structure and function (all
stages)
Life in the olden days (all stages)
Australia over time : Part 2 (Stage 1)
People on the First Fleet (Stage 2)
Significant events and people: Federation (Stage 3)
Australia over time : Part 3 (Stage 1)
People on the First Fleet (Stage 2)
Australian human rights issues (Stage 3)
Investigating a food chain (all stages)
Personal heritage (Stage 1)
Establishing the colony (Stage 2)
Reconciliation (Stage 3)
Design task (all stages): making a book
Our families – lives and times (Stage 1 Planned Assessment)
Consequences for Aboriginal people (Stage 2)
Stolen generations (Stage 3)
Design task (all stages): making a book
Aboriginal resistance to British colonisation (Stage 2)
Key figures in the development of Australian democracy
(Stage 3) Planned Assessment
Design task (all stages): making a book
A growing colony (Stage 2) Planned Assessment
Evaluating processes and solution
Learning focus: Developing a short piece of drama
from a picture book ‘The Rabbits’
5
Learning focus: Developing a short piece of drama
from a picture book ‘The Rabbits’
6
7
Music: (all stages)
Exploring Our Musical Heritage
8
Music: (all stages)
Exploring Our Musical Heritage
9
Visual Arts: (all stages)
Learning focus: Developing a multilayered
landscape painting inspired by the idea of Terra
Nullus
10
Learning focus: Developing a multilayered
landscape painting inspired by the idea of Terra
Nullus
Design task (all stages): making a book
Introduce the design brief: design and publish a story
book for an audience of fellow students.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2007) – Not part of NEALS
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COGs multistage unit ES1/S1/S2/S3 Our Australian heritage (G)
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Unit of work: Our Australian heritage (G)
ES1 and S1 outcomes
CCES1
Describes events or retells stories that demonstrate their
own heritage and the heritage of others.
CCS1.1
Communicates the importance of past and present people,
days and events in their life, in the lives of family and
community members and in other communities.
CCS1.2
Identifies changes and continuities in the local community.
 develop an understanding of heritage as a sense of
change through time and place, by sharing stories, oral
histories, photos and artefacts related to their own and
other families
 acquire information about significant people in their own
family and community.
Learning experiences
(all stages)
S2 outcomes
CCS2.1
Describes events and actions related to British colonisation
of Australia and assesses changes and consequences.
CCS2.2
Explains changes in the community and family life and
evaluates the effects of these on different individuals,
groups and environments.
 undertake a study of the British colonisation of Australia
and its affects on the British settlers, convicts and
Aboriginal peoples
 acquire information about the voyages of James Cook
and the first fleet under the leadership of Captain Phillip.
 acquire information about some of the people who
contributed to the colony, the problems for both the early
settlers and Aboriginal people, including Aboriginal
resistance and the actions of Pemulwy and Tedbury
 identify some changes that have occurred as a result of
British colonisation.
Stage 3 outcomes
CCS3.1
Explains the significance of particular people, places,
groups, actions and events in the past in developing
Australian identities and heritage.
CCS3.2
Explains the development of the principles of Australian
democracy.
 develop knowledge and understandings of the history of
Australian democracy and significant events and people,
before the 20th century that have shaped the identity of
Australia and are represented in national symbols
 analyse the impact of particular events and decisions on
Aboriginal people inclusive of a shared history with
Aboriginal nations
 explore and express various historical events and
concepts in relation to social justice and democratic
processes.
HSIE
Australia before British colonisation
The HSIE content linked to the outcomes above is very stage specific. The content is mostly located in Stages 2 and 3,
while the stage 1 content is not sufficient to match the work required in the other stages. It is envisaged that additional time
can be allocated to address learning in other KLAs for students in Stage 1, while stage 2 and 3 students are working on
HSIE.
NB shaded text is background information for teachers.
View the Our History episode Indigenous Australians: the Eora. Establish that Australia has undergone significant changes
as a result of British colonisation in 1788. Discuss examples of specific changes to the environment and people of the local
area a result of colonisation.
• Draw a chalk line on the board or floor that is two or four metres long. Explain to students that this is a timeline
representing 80 000 years of Aboriginal peoples living in Australia. Ask students to indicate by putting marks on the line
showing how long Australia has been settled by white people. Explain that the last centimetre (for a 4m line or only ½cm
for a 2m line) represents the 200+ years since British colonisation. Discuss this representation of the colonisation of
Australia compared to students’ perception of the length of time.
• Display an Aboriginal language map of Australia. Available at:
http://www.curriculumsupport.education.nsw.gov.au/shared/abmaps/maps.htm
• Explain that before 1788 there were several hundred, (estimated between 250 and 500), Aboriginal language groups or
nations. Use the NSW interactive map on the web site to locate the Aboriginal language group or nation of your local
area.
• Stage 2 and 3 students refer to List of Aboriginal nations on the web site, selecting the Nation in which the school is
located. Some nations have links to additional information. Share and explain the information about the local nation with
students.
Local Aboriginal community
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2007) – Not part of NEALS
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COGs multistage unit ES1/S1/S2/S3 Our Australian heritage (G)
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The concept of Aboriginal democracy before British colonisation is commonly described as cultural practices and
customary laws in traditional Aboriginal society. A very good explanation of Customary Law and Law is available in The
Encyclopaedia of Aboriginal Australia. In some texts, Aboriginal Law is referred to as ‘Lore’. Teachers should endeavour to
read the material from The Encyclopaedia of Aboriginal Australia. This text is suitable for use with Stage 3 students.
Organise a visit to the class by local Aboriginal community members who have a direct link to the school. If your school
does not have direct community links, use your Aboriginal community liaison officer(s) who can be contacted through your
regional office.
The resource Talking identity (DET) outlines information for teachers on the consultation and protocol of working with
Aboriginal communities. http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/assets/pdf/talkingidentity.pdf
Ask the community member to share stories and information about the people and places in the local area.
Identify and record local Aboriginal place names and if possible their meanings. Use a local area map (obtained from local
council or street directory) to identify places in the area named in the Aboriginal language and share with community
member.
• Undertake a group discussion to clarify students understanding of cultural practice and customary lore with explanations
and stories with the Aboboriginal community members. Consider:
- how Aboriginal people relate to ‘land’.
- the spiritual relationship considered ‘Dreaming’
- specific features of the land have spiritual significance.
- ancestral Beings who live in these land features or are responsible for them.
- pride in land and community.
- being ‘custodians’ of the land.
Students record some information about Aboriginal ‘history’ for inclusion of the class timeline.
HSIE: Stage 1
Family heritage
Refer to Topic 3, page 31, from Caring for place – caring for
country (DET)
http://www.curriculumsupport.education.nsw.gov.au/primary
/hsie/assets/pdf/caring/caringplace.pdf
• Students briefly describe a special tradition, activity or
place that is of special significance to their family.
Students may use artefacts and photos and ask
questions of others.
• Introduce The river is big by Connie Ah See, included in
Caring for Place – caring for Country..
• Explain that the book is about Connie’s place and the
special stories she shares with her family.
• Talk about the games that Connie and her cousins played
– rounders, rolly polly, marbles (jacks). Consider making
some of the ‘toys’ and playing these games. Identify
some other Aboriginal toys found in museums. (PDHPE
link) Compare to the games children play now.
• Read the story with the class, recall special people,
places and activities that Connie refers to. Connie’s nan
told special stories about the old people and the old times
HSIE: Stage 2
Terra Australis
• Write the words Terra Australis Incognita on the board.
Ask students what they think these words mean. Identify
the meaning as ‘the unknown south land’.
The French called it France Australe. The Dutch called it
New Holland. Ptolemy, a Greek scholar, drew a map in 150
AD showing Terra Australis. He reasoned that the world
needed a land mass in the southern hemisphere to balance
the land mass in the northern hemisphere. Stories of a
fabulous land of great cities, wealth, spices and gold began,
but there were also other stories of barbarians in a barren
land south east of the South Sea.
•
Use a globe or world map to identify the northern
hemisphere and the southern hemisphere. Locate the
Equator. Identify England, Europe and Indonesia (point out
Timor and Sulawesi). Discuss the differences in seasons
between the two hemispheres.
HSIE: Stage 3
Terra Nullius and Aboriginal people
Copy pp 40 and 41 from Belief in Action (DET) fro students.
Read the text using guided reading strategies to unpack
words and meaning in the text.
Develop students understanding of the text.

How did the British justify this decision?

Identify and list reasons why the British considered
Australia as Terra Nullius (latin for land beloning to
no one)

List the effect of the British invasion on Aboriginal
people.

What impact did this decision have on the rights of
Aboriginal people?

Consider that there are different versions of
historical events

Explain how we have a shared history with
Aboriginal people.
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gone, The Dreaming.
• Students identify special people, places and activities that
are important to their families. They identify something
special to write about. Students can share their work with
Aboriginal community members.
HSIE: Stage 1
Australia over time (Part 1)
• Students view the 10 minute Our History episode ‘Eating
then and now.’

Discuss the changes over time to the type of food
prepared and eaten, the related changes in
technology and how these are reflected in Australian
culture.Relate to students’ own family experiences.
• Students write some sentences about how food has
changed over time- type of food eaten, how it was
prepared and stored.

Add Stage 1 information to the class timeline being
developed by Stages 2 and 3.
HSIE: Stage 2 and Stage 3
Key events in Australia’s history including the ‘discovery’ of Australia
Trace a large outline map of Australia and display on a notice board and include timeline scale from 1400 – 2000 (600
years). This will become the vehicle for collecting and sharing information about key historical events for the class.
Teachers may need to draw the routes the explorers took for students.
• Organise Stage 2 research tasks using junior texts or encyclopedias on some early explorers and their journeys before
the British. Refer to Maccassans, Luis Vaez de Torres, Willem Jansz, William Dampier, Abel Janzoon, Abel Tasman and
Dirk Hartog. Note: Some texts make reference to Indian and Chinese trading fleets of the 1400s who ‘discovered’
Australia. Ch’eng Ho may have landed on the northern coast of Australia in 1432.
• Students record information such as the explorers nationality, reason for voyage, date, significant discoveries and other
(brief) interesting facts. Display this information on the outline map of Australia. Locate the dates on the timeline.
Use the poster ‘The history of Australian Democracy’, in Discovering Democracy Primary Kit with Stage 3.
• Stage 3 students review and identify significant events from the poster e.g. 1823, 1824, 1840, 1843, 1891, 1902, events
of the 1800s up to and including the Federation of Australia, to identify significant events and people in Australia’s
history.
• On a piece of paper, students write an event in Australia’s history and some brief information they have researched
about the event. Organise the information recorded by students on the class timeline.
Review the information displayed, clarify students understanding of the sequence of events that are part of Australia’s
history.
- what are the key events in Australia’s history?
- why are these key events significant?
(Numeracy link: describes a route on a map)
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2007) – Not part of NEALS
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HSIE: Stage 2
Captain James Cook
Background information
Cook’s orders were that, if the ‘Great South Land’ was
uninhabited, he should lay claim for England, but if there
were people living there he should take possession of those
parts of the country that inhabitants agreed to.
Explain the concept of terra nullius - Latin for ‘land
belonging to no one’. Even though Cook encountered
Aboriginal people, he claimed the east coast of Australia as
a British possession as if the country was terra nullius.
Cook’s decision was based on a European understanding
of land ownership. He saw no fences, buildings or other
features that indicated land ownership in European terms,
and he assumed that the land was unused. As a result,
Aboriginal peoples did not have the rights to which other
conquered people were entitled to under European law at
the time.
• Provide suitable texts on James Cook for students to
read. Highlight information about how he minimised the
problems of scurvy and Cook’s opinion of Aboriginal
people?
• Map and date the routes of Cook’s three journeys through
the South Pacific and add to the class outline map of
Australia.
• Students prepare and write questions they would like to
ask Captain Cook (or a member of his crew) in an
interview, making sure that there are clues for the
answers in the texts they have read.
• Students work with a partner to conduct the interview they
have prepared, taking turns to be the interviewer and the
interviewee.
HSIE: Stage 3
The following significant events and people can be
addressed by students as research tasks with selected
components introduced and modelled by the teacher.
Significant events and people
1. The gold rush
• Use a range of texts from the school or local library.
Students work individually or in pairs to prepare a short
talk (two minutes) on one aspect of the Gold rush in
Australia. Match topics to available resources. Focus on
the contribution the people involved in the gold rush made
to the development of democracy in Australia.
http://www.cultureandrecreation.gov.au/articles/goldrush/
http://www.sbs.com.au/gold/story.html?topicid=5
Topics could include:
- when and where was gold discovered?
- why was information on the early discoveries
suppressed?
- what changes occurred in the colonies leading up to
the 1850s that enabled there to be a gold rush?
- what was life like on the gold fields? How was it
different for men, women and children?
- law and order on the goldfields
- the Chinese on the goldfields
- population growth
- the effect of mining gold, and the extra population, on
the environment
- the effect on Aboriginal people.
• Investigating the consequences of the discovery of gold
provides an opportunity to look at:
- colonial exploration
- expansion in terms of transport systems developing
across Australia
- growth of service industries around the gold mining
areas
- movement of European and Asian populations around
the country
- the impact on Aboriginal communities.
A Banner bold: the diary of Rosa Aarons, Ballarat goldfield,
1854 (Scholastic-My Story series) is a historical novel by
Nadia Wheatley that could be used.
2. Eureka Stockade
• Students read Making a change and The diggers speak,
pp. 8–9, Discovering Democracy Upper Primary readers.
Use the teaching notes in the Teacher’s guide, pp. 2–3,
for these texts.
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• Relate these texts to the events at the time. Read and
share texts from the school library on Peter Lalor, the
licence system and the Eureka rebellion, e.g. Law and
Order on the Goldfields by Kimberley Webber.
• Students discuss the question - Why were the events of
the Eureka Stockade important for the development of
democracy in Australia?
Learning experiences
(all stages)
HSIE
Life in the olden days
Developing students understanding of the way people lived at other times in history is requires ongoing development
through the stages. Enhance student understanding of what life was like in the past where people who travelled /
migrated, inlcudihg during the Gold Rush, to Australia did so in a sailing ship.



Draw a rough ouline of Cook’s Endeavour (at only 32m long, it was a tiny ship), using chalk in the school
playground.
Discuss how the 96 men on board would have lived and worked in such a confined space for the duration of the
journey, often for months or years.
Talk about, with reference to diagrams, illustrations and stories about how people lived during the 1800’s sourced
from library books. Include aspects of how food was prepreserved without refrigeration, how the ship sailed without
an engine, how clothes and tools were made by hand without machines and other aspects of life without the
technology we have now.
Significant events and people
• Students watch the video segment in the Discovering Democracy kit, ‘The people make a nation’. Stage 3 students are
reviewing the information about Federation, while Stage 1 students are reviewing concepts about change over time.
© State of NSW, Department of Education and Training, Curriculum K–12 Directorate (2007) – Not part of NEALS
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HSIE: Stage 1
Australia over time (Part 2)
• Students view the 10 minute Our History episode
Schooling – Some changes, this episode covers school in
Australia since colonisations including information on the
way Aboriginal people educated children.

View the Our History episode through from
beginning to end.

Ask students to describe what they have seen.
Sequence students descriptions into time order.

Review the episode again, freezing at different
times and eras. Analyse and discuss the
information in these different images. Consider
aspects such as clothing worn, the materials used
in the buildings, examples of transport, different
learning tasks undertaken by students in different
eras.

Students can draw and write some brief
explanations of different eras. This information can
be added to the class timeline.
HSIE: Stage 2
The First Fleet
Captain Arthur Philip was appointed as captain of the First
Fleet. He had a variety of skills including being a successful
farmer.
11 ships were assigned to the First Fleet to transport about
770 convicts (official numbers vary) made up of 568 men,
191 women and 13 children of convicts. There were also
about 247 Royal Marines (guards and soldiers), 210 Royal
Navy sailors, 233 merchant seamen, 20 civil officers
together with 27 wives and 19 children.
The 11 ships were:
HMS Sirius (Flagship, in which Captain Phillip travelled)
HMS Supply (escort ship), six convict ships: Alexander,
Charlotte, Friendship, Lady Penrhyn, Prince of Wales and
Scarborough and three store ships: Borrowdale, Fishbourn,
Golden Grove.
• Use library books to read about the First Fleet and the
journey it made.
Collect information and provide a list of equipment and
resources used by the First Fleet for students to reference,
or go to:
http://cedir.uow.edu.au/programs/FirstFleet/s_rations.html
or http://home.vicnet.net.au/~firstff/list.htm
• Develop students’ understanding of the inclusion of
particular equipment and resources in relation to the era’
i.e. what was available and the lifestyle of the time.
• Students discuss their reasons for the inclusion of
particular equipment and resources on the First Fleet and
the suitability for the establishment of a new colony in an
unknown land.
• Consider:
- did they take the right tools and were there enough?
- did they have enough food to last until the new colony
could produce its own food supplies?
- did they have the right resources (seeds, plants,
animals) and equipment to begin producing food?
• Assist students to identify and explain the gaps in
supplies and the consequences for the new colony.
HSIE: Stage 3
Significant events and people
3. Federation

Use pp. 27–36 of the big book Australians all! to recap
the process of Federation.

Complete ’Introducing the arguments’, p. 82, Upper
Primary units. Students work individually or in pairs to
undertake the set task on the CD-ROM, Stories of
Democracy: people make a nation.
• Ask: What democratic strategies were used during the
establishment of our nation? (lobbying, constitutional
conventions, orations)
• In groups, students complete the People make a nation
‘Reasons for and against Federation’ handout, pp. 94–95
in Discovering Democracy Upper Primary, or use
Handout 3 at
http://www.curriculum.edu.au/ddunits/units/up3nationglance.htm#1fq2
• Students complete a written discussion identifying the key
arguments for and against Federation including evidence
to support each point of view. Students conclude their
discussion by identifying their position with supporting
evidence. ‘The people make a nation’ (Assessment
resources) pp. 41–47 includes a task sheet and marking
guide.
My story: plagues and federation: The diary of Kitty Barnes
(Scholastic-My Story series) is an example of a literary text
that can be used to support this study.
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HSIE: Stage 1
Personal heritage
• Encourage students to bring in a personal artefact. A
class letter sent home could include the questions below
to help students prepare. Ensure items are securely
stored.
• Students then share their artefacts with the class, using
questions to focus their presentation:
- what is your personal artefact?
- how did you get it? (Where, when and who from?)
- why is the artefact special to you?
• Read books about personal artefacts e.g.:
- When I was young, James Dunbar and Martin Remphry
- Isabella’s bed Alison Lester
HSIE: Stage 2
People on the First Fleet
• Use the data base
http://cedir.uow.edu.au/programs/FirstFleet/search.html
or suitable library books to find out about some of the
people who were on the First Fleet.
• As a group discuss the type of people on the First Fleet.
Decide if the convicts, guards and others were the best
people to start a new colony in an unknown land, and
give reasons. Did the people (including convicts) have the
skills needed to establish a new colony? Were they the
right age and gender?
• Students select one member of the First Fleet, such as a
convict, soldier or civil officer, for which information is
readily available. Describe the person and their role or
reason for inclusion on the First Fleet. Decide what sort of
contribution the person would be able to make in
establishing a new colony. Display this information on a
class timeline.
HSIE: Stage 3
Australian human rights issues: Stolen Generations
Face the facts, a publication of the Human Rights and
Equal Opportunity Commission, provides information on a
range of human rights issues in Australia. Copies have
been sent to schools and are downloadable at:
http://www.humanrights.gov.au/racial_discrimination/face_f
acts/index.html
• Identify and list some of the human rights issues affecting
Australians today. Consider ‘illegal’ immigrants,
immigration, discrimination issues (age, gender),
incidents of racism.

Use a current news item that highlights a human
rights issue. Review and discuss the article. Refer
to Face the Facts for facts about the issue.
Consider if the facts and community values are
accurately portrayed in the news item. These could
include
- rights are related to the values societies live by
- values have their origins in the world’s great religions
and philosophies
- value systems can vary in detail between societies but
the fundamental ideas are similar
- concepts of justice and human dignity are at the heart
of these values
- human rights are universal
- human rights apply to everyone
(Comments sourced from Human Rights and Equal
Opportunity Commission).
(Literacy link: with guidance, identifies key language, topics
and issues in complex information texts)
HSIE: Stage 2
Establishing the colony
• Pose the question: ‘Why did Captain Phillip not settle at
Botany Bay as had been suggested by Joseph Banks?’
(lack of fresh drinking water). Instead Captain Phillip
sailed up to Port Jackson (Sydney Harbour) which had
been noted by Captain Cook, but not explored. Captain
Phillip found a harbour that would support a large number
of people, fresh water (the Tank Stream) and, potentially,
asignificant commercial working harbour.
• Review information on the equipment, supplies and
people carried by the First Fleet. In groups, discuss:
- what sort of life did the people of the First Fleet face?
- what new experiences could they face?
HSIE: Stage 3
Australian human rights issues: Stolen Generations
There is a clear link between teaching about Aboriginal
history and culture and Reconciliation. Europeans enacted
policies such as the State Protection Acts that resulted in
the Stolen Generations.Teachers should be sensitive to the
possibility that some students’ parents and grandparents
may belong to the Stolen Generations. Other students may
have an adopted or foster family and do not wish to indicate
this.
Select a text or combination of texts from the following to
read (and listen to some personal stories) of people
affected by the stolen generations. Consider:
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- identify what was important to the major characters in
the story, why they kept the items and why they were
treasured.
- compare students’ artefacts with those in the story,
discuss similiarities, differences and significance of
artefacts as a record of change over time.
- how do you think they would manage to survive?
- what challenges faced the leaders of the colony,
particularly Captain (now Governor, because he was on
land, not sea) Phillip?
The new colony changes the environment
View the episode from the ABC schools programs Our
History: The colonists – Part 2 Colonists arrive to provide
background information for students.
• Brainstorm, as a class, changes to the environment of
Sydney Harbour and the Eora people as a result of the
arrival of the First Fleet and the establishment of the
colony, e.g. chopping down trees, setting up tents, stores
unloaded from the ships, paddocks for the farm animals,
vegetable gardens, tracks between different places,
depletion of local resources i.e. fresh water, fish, native
animals hunted for food.
Expanding the new colony
• The need to find suitable land to grow food was very
important. This led to the settlement of Rose Hill (later
known as Parramatta). James Ruse started a small farm
and grew some wheat. Consider:
- how long did it take for the colony to grow enough food
to support itself?
- what happened to the animals brought out on the First
Fleet?
- what do you think the people on the First Fleet thought
about living in the new colony? Give reasons.
- p. 26–27 of Face the facts. It has been estimated that
between 45 000 and 55 000 Aboriginal children were
removed from their families.
Resources to use with students:
- this web site provides relevant back ground information
on the stolen generations
http://www.alphalink.com.au/~rez/Journey/qna.htm
- this web site provides a chronology of events affecting the
shared history of Australian people, including a
chronology of events related to the Stolen generations.
http://www.natsiew.nexus.edu.au/chronology/info_fset.ht
ml
- select sound files of oral histories (text of the oral history
is often provided and can be printed) from the following
web sites:
http://www.hreoc.gov.au/social_justice/stolen_children/per
sonal_stories.html
http://www.abc.net.au/missionvoices/stolen_generations/d
efault.htm
- The burnt stick by Anthony Hill, Puffin 1996 (64 pages) is
a book suitable for Stage 3.
• Read the texts with the students and consider:
- why Aboriginal children were taken from their families?
- methods used to remove children from their families?
- what reasons were given by the authorities to justify
taking Aboriginal children?
- were these practices carried out in all states? How long
did these practices continue?
- which Aboriginal children were taken?
- how did the children feel about being taken from their
family?
- how did their parents and family react to what had
happened?
- what happened to these children?
- what are some of the long term effects for these
children and their parents from being taken away?
- how would you feel if you were one of the Stolen
Generation?
- why did it stop? Could it happen today? What has
changed?
- listen to songs about the Stolen Generation, for
example ‘My brown skin baby’ by Bob Randall. Learn to
sing them and perform as a group.
My story: Who am I? by Anita Hess (Scholastic-My Story
series) is an example of a literary text that can be used to
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support this study.
HSIE: Stage 1 Planned Assessment
Our families – lives and times
Refer to the DET resource ‘Treasures’ section on The
library pp27-30 and selected worksheets.

On the class time line identify the time frame that
depicts the life and times of students in Stage 1 e.g.
1998–2008.
HSIE: Stage 2
Consequences for Aboriginal people
Background information
The Eora people lived in the area around Sydney Harbour.
To the west between the coast and the mountains were the
Dharug people. Not a lot happened until the Indigenous
people realised that the invaders were not going to leave.
colonists stole
1998
1999
2000
2001
2002
2003 The 2004
2005tools and weapons from the Aboriginal
people to trade for food with other colonists. They accessed
local food supplies, particularly fish, to feed the people of
the First Fleet. There was not enough food for both groups
• Develop and list the important things that have affected
to survive.
students’ families in the last 10 years e.g. births, deaths
and marriages. Identify some important community
Governor Phillip was keen to establish good relationships
events that their family, or family members, have
with the Aboriginal people. He intervened when problems
participated in or been involved with. Consider:
occurred and endeavoured to meet with the Eora. He had
- who was important or significant to us?
no way of communicating with them, so he had the marines
- when did particular events happen?
capture some Aboriginal men at different times. These
- what events do you think are important? Why?
include Arabanoo (first known as Manly), Bennelong,
- who was involved in these events?
Yemmerrawannie and Colby.
- how did the life of your family change?
Later, Governor Phillip was not as supportive of the
Aboriginal people as they continued to plunder food
• Planned assessment: students prepare questions to ask
supplies of the colonists, on Aboriginal land, in order to
family members to identify and explain the significance of
survive.
important events for their own family.
Small pox and other white mans’ diseases
Use students’ questions to assess understanding of the
Aboriginal people did not have any resistance to the
importance of people, days and events in the past and the
diseases that the people on the First Fleet carried. Small
way these have affected their lives. (Family responses are
pox, influenza and measles were some of the diseases that
not assessed due to personal and family privacy).
killed many Aboriginal people. At times half (others estimate
• Students:
up to two thirds) of the people in the Aboriginal communities
- interview family members using the questions they
died. Many of these were women and children.
have developed. Students may share some suitable
View the episodes from the ABC schools programs Our
responses.
History: The colonists: Tension to provide background
- collect some images;photos or drawings illustrating
information for students.
some significant events in their family and community.
• Imagine what it would be like if half the people you know
Write captions to include in the class display.
became ill and died. What would happen to the
- compare and collate events named during family
community? How would the community continue to
interviews.
function? What would happen to the surviving people?
- collate images and events into chronological order
• Create a consequence chart (or flow chart) of the short
according to year
term and long term effects of disease. What happened to
- review information displayed and relate to the stories
the knowledge of the Elders and other important people in
an old person tells about when they were young.
the Aboriginal communities? Present chart to the class.
HSIE: Stage 3
Reconciliation
View the episode from the ABC schools programs Our
History: The colonists – Part 5 Towards reconciliation to
provide background information for students.
• If necessary refer to: http://www.reconciliation.org.au/ and
http://www.nswrecon.com/ to address the following
questions:
- what is Reconciliation, what does it mean, what can it
do, why is it important?
- what can we do today to support Reconciliation?
- what does our school do to support Reconciliation?
- what do I do personally to support Reconciliation?
What does Reconciliation mean to me?
- what should we (as an individual, class, school) be
doing about Reconciliation?
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HSIE: Stage 2
Aboriginal resistance to British colonisation
As the country was progressively settled, Aboriginal lands
were invaded. In many places around Australia these
invasions were resisted with force. Notable Aboriginal
resistance fighters include Pemulwuy, Windradyne, Yagan,
the Kalkadoons and Jandamurra.
View the episodes from the ABC schools programs Our
History: The colonists: Resistance to provide background
information for students.

Students read a text about Pumulwuy or
Windradyne with literacy support. Refer to the DET
Multistage unit Australian Democracy (DET) page
8 for a list of suitable texts.
• Extend students’ understanding of the text.
• Identify and list reasons why Pemulwuy or Windrayne did
what they did to try and defend their land.
• Students prepare questions they would like to ask
Pumulwuy or Windradyne if they were still alive today.
HSIE Stage 3 Planned Assessment
Key figures in the development of Australian
democracy
• Refer to Belief in action (DET), for information on
suggested key figures at:
http://www.curriculumsupport.education.nsw.gov.au/prima
ry/hsie/assets/pdf/belief.pdf
• Assessment: Students research a key figure that has
contributed to our heritage by influencing the
development of democracy.
• Suggested key figures for investigation could include
John Flynn, John West, John Bede Polding, Reverend
Richard and Mary Johnson, John Dunmore Lang, Martin
Luther King, W. G. Spence, John Newton, Honest Jim
McGowen, John McDouall Stuart, and Mary MacKillop.
• Students will need to identify:
- personal qualities
- achievements
- the impact of their actions
- why they are regarded as a key figure.
• Have students choose a way to report their information,
e.g. dramatic presentations, oral presentations,
PowerPoint.
HSIE: Stage 2 Planned Assessment
A growing colony
On December 11 1792, Governor Phillip left Sydney to
return home. He was disappointed at the progress he had
made. There were 700 huts, some substantial homes, a
hospital, observatory, jetties, dockyards, government
stores, a Governor’s house, a windmill and two small
schools. He left the colony almost self-sufficient in food, and
it was finally over its most difficult years.
Note: some episodes from the ABC schools programs Our
History provide background information for students. •
View the episodes from the ABC schools programs Our
History: The colonists arrive: food to provide background
information for students.
Discuss: Do you agree that Governor Phillip should have
been disappointed at the progress of the colony? Ask
students to give reasons to support their opinions.
Assessment:
• Write an historical narrative (about 1–2 pages) about life
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in the early colony. Imagine you are one of the people on
the First Fleet, or an Eora person, and write about your
life, where you lived, the clothes you wore, the food you
ate and your friends. Include an imaginary event that
could have occurred (e.g. the complication) and show
how this was resolved. Limit characters in the narrative.
• Activites to model aspects of this narrative. Each student
could:
- role play and describe themselves as a character set in
this time (a drawing and description of themselves as
the character may be helpful)
- write a diary entry of themselves as the character in the
first person
- read diary entries of imaginary characters set in a
similar time e.g. Journal of Watkin Tench, by Meridith
Hooper
- draw and describe the setting (paying particular
attention to historical aspects – transport, cooking
arrangements)
- develop a time line for a possible sequence of events
(and discuss whether these are realistic for this
historical period)
• Model the historical narrative using a scaffold to plan e.g.
Orientation
(description of
character, setting)
what clues will you
give the reader of
the period of time?
Complication
Sequence of
events
Resolution
what changes –
new character,
new setting, new
event?
1.
2.
3.
what were the
consequences of
this change?
is there an
ending?
• Students plan their narrative before writing. Identify the
characters, the location, the event and the resolution.
Check and discuss students’ writing plans before they
write their narrative.
Planned assessment
Assessment strategy
The teacher:
Planned assessment
Assessment strategy
The teacher:
•
analyses the student’s questions to evaluate
understanding of the significance of important events in
their family.
•
analyses student writing for their understanding of
life in the early colony.
Planned assessment
Assessment strategy
The teacher:
•
reviews student presentations on a key figure in
the development of Australian democracy.
Assessment criteria
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The student:
Assessment criteria
The student:
•
•
prepares questions about important family events
•
prepares questions to identify some important
community events
•
prepares questions to identify people in their family
and their significance in the lives of other family
members
•
identifies the impact of events on own family
members.
includes detail of life in the early colony
•
demonstrates evidence of learning about
colonisation in a narrative
•
provides accurate character information based on
the application of knowledge gained on British
colonisation of Australia.
These criteria relate to outcome CCS2.1
Assessment criteria
The student:
•
explains why their selected person is regarded as
a key figure
•
identifies the personal qualities of their key figure
•
lists the relevant achievements of their key figure
•
describes the impact of relevant achievements on
the development of democracy.
These criteria relate to outcomes
These criteria relate to outcome CCS1.1
CCS3.1, CCS3.2,
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Creative Arts: Dance
ES1 and S1 outcomes
DAES1.1 Participates in dance activities and demonstrates
an awareness of body parts, control over movement and
expressive qualities
• presents a simple movement sequence with a partner.
DAES1.2 Explores movement using the elements of dance
in response to a stimulus to express ideas, feelings or
moods
• creates movement responses based on an idea
(stimulus).
DAES1.3 Gives personal opinions about the use of
elements and meaning in their own and others dances
• talks about performing their own dance, the dances of
other groups, and listens to classmate’s responses.
DAS1.1 Performs dances demonstrating expressive
qualities and control over a range of locomotor and nonlocomotor movement
• presents a simple movement sequence with a partner
using a range of movement.
DAS1.2 Explores and selects movement, using the
elements of dance to express ideas, feelings or moods
• uses the elements of dance to explore movement ideas
to tell a story.
DAS1.3 Gives personal opinions about the dances and their
purpose that they view and/or experience
• participates as an audience member and responds to
questions about the dance performances.
Creative Arts: Dance
S2 outcomes
DAS 2.1 performs dances from a range of contexts
demonstrating movement skills, expressive qualities and an
understanding of the elements of dance
• controls movement and expressive qualities when working
with a partner..
DAS2.2 explores, selects and combines movement, using
the elements of dance to communicate ideas, feelings or
moods.
• actively collaborates with a partner and group to create
performance based on the idea of artefacts.
DAS2.3 Gives personal opinions about the use of elements
and meaning in their own and others dances
• discusses each group’s work, including the use of
elements of space, structure and relationships.
Creative Arts: Dance
Stage 3 outcomes
DAS 3.1 performs and interprets dances from particular
contexts, using a wide range of movement skills and
appropriate expressive qualities
• moves expressively and with awareness of intention in
partner work.
DAS3.2 explores, selects, organises and refines
movement, using the elements of dance to communicate
intent
• takes on a leadership role in developing ideas from initial
exploration through to performance
DAS2.3 Gives personal opinions about the use of elements
and meaning in their own and others dances
• discusses each group’s work in relation to choreographic
intent, including the use of elements of space, structure
and relationships.
Learning experiences
(all stages)
Telling a story through movement
• Select five or six artefacts that have been brought in by the students (personal and/or family artefacts) that could be used as a stimulus for dance.
• Conduct a class brainstorm to discuss movement possibilitites related to each of the selected artefacts. Use the elements of dance as a guide for brainstorming the movement
possibilities.
• Ask students to work collaboratively with a partner to select one of the objects as a stimulus, and to develop a series of shapes and movements to represent the object itself or how the
object is used. The series of shapes and movements could include:
2 individual shapes
2 group shapes
2 group movements
• Guide students in their exploration of ideas and ask students to demonstrate examples such as:
- what parts of the body will be moving? (head, torso, legs, arms)
- what body shapes they will use? (curved, stretched, angular, narrow)
- what levels will be used? (high, medium, low)
- how will they move? (dynamics – smooth, jerky, light, heavy)
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-
will they be bending, stretching, tilting, twisting? (non-locomotor)
will they be walking, jumping, rolling, running? (locomotor action)
will they move slowly or fast? (time - tempo, pace, speed, rhythm)
where will they move? (personal space and pathways as they move within the performance space)
how will they interact with their partner? (mirroring, canons, call and respond).
• Guide each pair to structure the shapes and movements that they have devised into a short sequence of movement to tell the story of the artefact. Encourage imaginative and
creative responses. Students could follow a narrative structure by ensuring that their work has a beginning, middle and end.
Note: the students’ stories do not have to be realistic.
• Pairs perform their story (movement sequence) for the rest of the class. If possible, take digital photos of the performances for future use.
• Discuss:
- which movements were the most interesting?
- which shapes were the most interesting?
- which “story” did you like best? Why?
- if you were going to design a costume for your dance (story), what would it look like?
Creative Arts: Drama
ES1 and S1 outcomes
DRAES1.1 Uses imagination and the elements of drama in
imaginative play and dramatic situations.

contributes ideas appropriate to role and context
depicted in the drama
Creative Arts: Drama
Stage 2 outcomes
DRAS2.1 Takes on and sustains roles in a variety of drama
forms to express meaning in a wide range of
imagined situations.

conveys a range of roles effectively within the
drama
DRAES1.3 Dramatises personal experiences using
movement, space and objects.
uses non-verbal communication appropriately to
convey role during improvisation
DRAS2.2 Builds the action of the drama by using the
elements of drama, movement and voice skills.

uses the elements of drama to communicate ideas
DRAES1.4 Responds to dramatic performances.

thinks about and discusses their observations of
characters and the action of the drama
DRAS2.3 Sequences the action of the drama to create
meaning for an audience.

offers, selects and organises the drama to convey
the group’s ideas
DRAS1.1 Takes on roles in drama to explore familiar and
imagined situations.

adopts roles within the drama work that are
appropriate to the fictional context being explored
and the photograph pretext
DRAS2.4 Responds to, and interprets drama experiences
and performances.

considers the effectiveness of the structure of the
drama and the choices made by actors to
communicate ideas
Creative Arts: Drama
Stage 3 outcomes
DRAS3.1 Develops a range of in-depth and sustained roles.

conveys a range of roles and relationships with
more depth and complexity
DRAS3.2 Interprets and conveys dramatic meaning by
using the elements of drama and a range of
movement and voice skills in a variety of drama forms.

uses and manipulates the elements of drama to
convey meaning in a variety of activities
DRAS3.3 Devises, acts and rehearses drama for
performance to an audience.

playbuilds and presents drama work effectively for
an audience of peers
DRAS3.4 Responds critically to a range of drama works
and performance styles.

discusses the elements of drama in action and the
impact of the drama work as both participants and
audience members
DRAS1.2 Conveys story, depicts events and expresses
feelings by using the elements of drama and the expressive
skills of movement and voice.

uses movement and language to express ideas
dramatically
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DRAS1.3 Interacts collaboratively to communicate the
action of the drama with others.

participates effectively in whole class and group
improvisations
DRAS1.4 Appreciates dramatic work during the making of
their own drama and the drama of others.

considers the ways in which ideas and emotions
are conveyed non-verbally
Learning experiences
(all stages)
Learning focus: Developing a short piece of drama from a picture book ‘The Rabbits’
Drama forms explored in this sequence: Improvisation, playbuilding and puppetry (extension activities)
Resources required:

Picture book ‘The Rabbits’ by John Marsden & Shaun Tan

Materials such as large pieces of coloured fabric, newspaper, bamboo sticks, tape, large plastic bags

Aboriginal music that can serve to underscore the dramatic action. A very good CD to use is Ochres The Music, David Page, Rosella Music 1996 Larrikin LRF 406
Getting started

Discuss the way the students will need to work as they do their drama. Establish the dramatic contract: agree to explore the make-believe and work together to create the drama

Warm up games to communicate ideas, working as a whole class standing in a circle:
- pass a clap
- pass an imaginary ball
- pass a face

Discuss the way the drama involves using voices and bodies to create characters and stories and how drama communicates the ideas of the group

Read the class the book ‘The Rabbits’ and discuss the images and ideas in the text. Students will engage quite differently with the book in terms of their ages and stage. Older
students may wish to discuss the problematic aspects of the book such as the impact of the rabbits on the native animals and land. Older students may also be interested in the
concept and function of allegory in both literature and drama. How do we represent difficult concepts such as sadness, summer or war? These could be explored symbolically in
tableau and discussed. Older students may also be interested in the real story about the introduction of rabbits into Australia from an environmental perspective and draw links
with the way the writers have drawn on the ‘real’ to create this story and why this is so effective. Links can be made to SCIENCE and HSIE content at this point.

Discuss how in drama we use different types of stories and texts and re-present them in performance as living stories. Often picture books, texts and stories are used as the
basis for improvisation or to start a playbuilding process. In this unit students will be using ‘The Rabbits’ as a starting point for drama work.
Exploring space, mood and symbolic movement

Discuss the way drama can both bring books alive but also step inside books, so that we can take on the roles of characters and create the worlds of the book. The next
activities will invite the children to explore the ideas of the book and step inside the story.

The class experiments with movement and space to create the wide open spaces and fictional worlds of the books opening pages. Using appropriate music as a background the
teacher narrates the group through the exploration, instructing them to move either in abstract ways or become animals within the desert. Students can develop this further to
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
create their own soundscapes using voice, instruments and other objects to create mood and atmosphere. How well can students create a desert landscape brimming with birds,
snakes and other wildlife.
Discuss the feelings and ideas evoked in the last activity. What kind of place was this before the rabbits came? This could be the stimulus for a creative writing or drawing
activity.
Exploring feelings and characters

As a class, look closely at page 3 -4 (‘At first we didn’t know what to think…). What do the students notice here? What do they think is happening in the picture? Select 8
students to create the image in a tableau. After viewing the tableau ask the class to suggest words that describe the characters and their feelings at this point. Record these on
the board or on butchers paper or card to be displayed in the room.

Whole class improvisation led by the teacher in role. The teacher takes on the role as one of the elders and the students are the young animals. Improvise the discussion where
the elders warn them about the rabbits.

Out of role, discuss what the elders may have been worried about at this point in the story.

Look back at the illustrations on the previous and the page… ‘But our old people warned us…’. Discuss what the rabbits are there for? What have they brought with them? What
are they doing?
Exploring different parts of the story

Re-read the sections of the book between ‘They came by water…’ up to ‘…We lost the fights…’ Writing or drawing in role activity. Students are to think of the different ways the
characters are feeling at this point in the story. They are to imagine that they are one of the native animals in the story. As that character, students either draw the way they feel
about the rabbits or write a short diary entry that states their characters feelings. These are shared and discussed by the class. These could be displayed around the room.

In small groups students are to create a short scene or tableau that shows the impact of the rabbit invasion on the native animals and the land. Students are to improvise then
begin to structure their scenes to communicate their ideas. The teacher supports the student’s playbuilding by facilitating the groupwork, helping them structure their scenes and
by encouraging them to experiment with the elements of drama as they create their work. This may take a few sessions to create, structure and polish. Students present their
scenes for the class. After they perform their work the students discuss the choices made by the group and the way the work communicated the groups’ ideas. How did the
actors signal communicate their ideas. The teacher refers to the elements of drama as he/she leads this reflective discussion. Ask individuals to think of ways they could have
improved their performance. Students could also record their reflections in photographs, drawings or writing.

Re-read the rest of the book as a class. Discuss the images and ideas conveyed. The group considers the reasons why the rabbits stole the children. Return to the words they
wrote initially to describe the characters. What words would they add now?

Students should reflect on their learning experiences over the whole drama process. What have they learned to do /about? What did they enjoy? What was difficult and why?
Extension activities
Students could:

create movement pieces that convey the conflict between the rabbits and the native animals

return to the elders and hotseat them about their thoughts and concerns, now the rabbits are well established across the land

do further writing / drawing in role and scene work as the stolen children who came back, much later

use the materials and newspaper to make junk puppets of the characters and their contraptions (rabbits). Students can then animate their puppets and explore character and
movement or dramatise different parts of the story.

return to their original movement and soundscape and redo them, this time creating a more desolate landscape after the rabbits have come. This could link to research and
writing activities by older students on the environmental impact of colonisation.
Planned assessment
Assessment strategy:
The teacher:
• analyses student contributions to class and group
discussions.
Planned assessment
Assessment strategy:
The teacher:
• analyses student contributions to class and group
discussions.
Planned assessment
Assessment strategy:
The teacher:
• analyses student contributions to class and group
discussions.
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• observes students responsiveness in role and their
engagement in the fictional context being explored
• observes and analyses students’ ability to communicate
ideas in role in collaboration with others
• observes and analyses students’ ability to communicate
ideas in role in collaboration with others
• analyses student responses to doing and sharing their
drama work
• analyses student responses to making and presenting
their drama work
• analyses students’ critical responses to making and
presenting their drama work
Assessment criteria:
The student:

Responds imaginatively to the role play, showing
an engagement with the roles, relationships and
fictional contexts being explored

Responds with appropriate comments and
questions appropriate to role play

Conveys ideas using voice and movement
Assessment criteria:
The student:

Contributes ideas to support the making of drama

Conveys ideas and fictional contexts using
nonverbal elements and the elements of drama

Reflects upon the effectiveness of drama
presentations as a participant and as an audience
member.
These criteria relate to outcomes DRAS2.1, DRAS2.2
DRAS2.3, DRAS2.4
Creative Arts: Music
Creative Arts: Music
Assessment criteria:
The student:
• contributes imaginative ideas in responding to the pretexts
and in the development of their drama work
• selects and structures the drama in order to convey
meaning
• take on various roles with an effective use of voice and
movement
• critically evaluates their own and others drama
performances.
These criteria relate to outcomes DRAS3.1, DRAS3.2
DRAS3.3, DRAS3.4
Creative Arts: Music
Early Stage 1 and Stage 1 outcomes
MUS1.1 Sings, plays and moves to a range of music,
demonstrating and awareness of musical concepts

sings songs developing a sense of beat, pitch, tone
colour and structure

plays music using body percussion, percussion
instruments and self-made sound sources to explore
the concepts of duration, dynamics, tone colour and
structure
Stage 2 outcomes
MUS2.1 Sings, plays and moves to a range of music,
demonstrating a basic knowledge of musical concepts

sings songs demonstrating a greater awareness of
beat, pitch, tone colour and structure

plays music using body percussion, percussion
instruments and other sound sources to explore and
demonstrate the concepts of duration, dynamics, tone
colour and structure

performs own compositions
Stage 3 outcomes
MUS3.1 Sings, plays and moves to a range of music,
individually and in groups, demonstrating a knowledge of
musical concepts

moves to a variety of music, individually and in groups, to
gain understanding of musical concepts and as a form of
self-expression

plays a variety of music, individually and in groups,
using a range of vocal and instrumental sound sources
to explore musical concepts
MUS2.2 Improvises musical phrases, organises sounds and
explains reasons for choices

organises own musical ideas into simple compositions,
including by improvising, creating, exploring and
selecting materials to form compositions, and giving
reasons for making these choices
MUS3.2 Improvises, experiments, selects, combines and
orders sound using musical concepts

organises musical ideas into compositions
demonstrating compositional intentions, by improvising,
creating, exploring and selecting and combining
musical materials and varying others’ musical materials
MUS2.4 Identifies the use of musical concepts and musical
symbols in a range of repertoire

identifies basic musical features of the music that is
performed and listened to, eg rhythm, tempo, pitch,
structure, dynamics, tone colour

listens to a range of repertoire and discuss features of
the music and the differences between different
MUS3.3 Notates and discusses own work and the work of
others

devises graphic symbols to represent sound, as a means
of recording and communicating own musical ideas
These criteria relate to outcomes DRAES1.1, DRAES1.3
DRAES1.4, DRAS1.1 DRAS1.2, DRAS1.3, DRAS1.4
MUS1.2 Explores, creates, selects and organises sound in
simple structure

organises own musical ideas into simple pieces,
including by creating, exploring and selecting materials
to form soundscapes, creating simple musical
structures using repeated sections and sections that
are variations on known material
MUS1.3 Uses symbol systems to represent sounds

begins to use graphic symbols to represent sounds

combines symbols to create a class composition
MUS1.4 Responds to a range of music, expressing likes
and dislikes and the reasons for these choices

identifies simple musical features of the music that is
MUS3.4 Identifies the use of musical concepts and symbols
in a range of musical styles
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performed and listened to, including tempo, pitch,
structure, dynamics, and tone colour
repertoire

listens to repertoire of various styles and discusses
features of the music and the differences between
different repertoire, such as classical, rock and folk
Learning experiences (All stages)
Creative Arts: Music
Exploring Our Musical Heritage
Listen to examples of music from now and other eras to explore areas of our musical heritage. Sydney Symphony Orchestra resource kits, Musica Viva in Schools kits and the internet
are all good resources of both repertoire and information. Examples include: Where the Forest Meets the Sea – composing a soundscape to a story from BOS Creative Arts K– 6 Units of
Work (story from Julia MacRae Books, Lane Cove, 1987), Richard Mills Soundscapes for Percussion and Orchestra (1997), Peter Sculthorpe’s Kakadu (1988), Port Essington (1977) and
Burke and Wills (1985) or music written for a film such as The Man From Snowy River (1982 by Bruce Rowland).
- Play the recording of Peter Sculthorpe’s Kakadu and ask students to describe what they think the music may be about. Responses may include the sounds of Australia’s wildlife,
the size and loneliness of the Australian landscape. Get the students to discuss the sounds they hear in the music. Then lead a discussion about the sounds around us that they
think are distinctively Australian.
- Have Stage 2 and 3 students work in groups of four to create their own Australian Landscape using four phrases.
- Early Stage 1 and Stage 1 students can complete activities for Where the Forest Meets the Sea.
- Give each student a sound source or percussion instrument.
- Encourage students to experiment with sharing and combining their rhythms and sounds in different ways to show the vastness of the Australian landscape, emphasising that
not all instruments need to play all the time.
- Experiment with varying dynamic levels, exploring loudness and softness.
- Have each group devise symbols for their music. They could use standard notation or graphic notation, but they also need to find a way of indicating changes in dynamics and
tempo or which instruments are playing.
- Have each group perform their composition to the class.
Have the whole class sing a variety of folk songs from early Australia (see ABC Sing! Books) and other songs that represent the history and variety of lives and backgrounds of new
settlers in the early colony.
- Add songs from more recent times that have a distinctly Australian feel to the repertoire
such as Noongar in the Bush, Botany Bay, Click Go the Shears, Poor Ned, Along the Road to Gundagai, Home Among the Gumtrees, Tie Me Kangaroo Down Sport.
After listening and singing the songs, discuss the lyrics with the class and invent appropriate actions to accompany some of the songs.
Identify the different sections of each song, looking for recurring sections and the musical contrasts between sections.
Develop a sense of musical phrase by asking students to move during the verse, changing movements and direction at the end of each line of the song.
As you sing, emphasise the consonants and ensure clear diction.
Choose a song as a class, practise the whole song, then perform it without movement and record the performance.
Discuss ways of improving the performance, looking at diction, emphasising lyrics and providing dynamic contrasts.



-
Many contemporary Aboriginal musicians merge elements of traditional music into contemporary rock or popular styles. Select a number of songs by contemporary Aboriginal
musicians and discuss the use of traditional and contemporary elements in their music. For example, information and audio clips by Yothu Yindi can be sourced at:
http://www.yothuyindi.com Information and audio clips by Ash Dargan and David Hudson can be sourced at: www.indig.com
Select a sample to discuss in detail. For example, view a video clip of Treaty from Yothu Yindi’s CD Tribal Voice. A Quicktime version can be viewed at:
http://www.yothuyindi.com/themusic.html
Have students:
Discuss the members of the band and their heritage.
Discuss the background to the song Treaty (Information can be obtained from their website).
Listen to the song and list the features drawn from their Aboriginal culture and features that are from contemporary rock music. Encourage the students to comment on
instruments used, use of language in the song, and the style of video clip in this discussion.
Focus their listening on the role of the musical instruments. Identify instruments that are used to keep time (clap sticks and drums). Describe how the didjeridoo is used (It
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provides an instrumental break or solo and accompanies the sections sung in the Yolngu language).
In groups, Stage 3 students can find out about other examples of music which merge different musical traditions. Include classical composers, popular musicians and music from
other countries and have the students report back to the class on what they have discovered. Have students include a short musical example where possible.
Prepare a mini concert with each stage presenting a separate song or soundscape that they have composed. Each song could be accompanied by appropriate movements and
percussion accompaniment. Stage 3 students could provide accompaniment for the other groups, or groups could perform with recorded accompaniment.


Planned assessment
Assessment Strategy
The teacher:
 listens to, observes and discusses students’ musical performances, individually or in small groups
 questions students for understanding.
Assessment criteria
The student:

participates in singing, playing and moving activities

responds to changes in tempo and dynamics

listens for rhyming patterns and participates in group work

plays and creates sound patterns and soundscapes
These criteria relate to outcomes
MUES1.1, 1.2, 1.4, MUS1.1, 1.2, MUS 2.1, 2.2, 2.4, MUS 3.1, 3.4
Creative Arts: Visual Arts
ES1 and S1 outcomes
VAES1.1 Makes simple pictures and other kinds of artworks
about things and experiences

participates in painting and drawing activities.
Creative Arts: Visual Arts
S2 outcomes
VAS2.1 Represents the qualities of experiences and things
that are interesting or beautiful by choosing among aspects
of subject matter

participates in painting and drawing activities using a
range of media and techniques
explores mark making with both paints and pencil.
VAES1.2 Experiments with a range of media in selected
forms



VAS2.2 Uses the forms to suggest the qualities of subject
matter
uses a range of media to create a landscape
explores mark making and creates a landscape that is
alive.
VAES1.3 Recognises some of the qualities of different
artworks and begins to realise that artists make artworks


uses colour and a range of brushstrokes to create a
multi layered landscape
makes sketches and experimental drawing of insects
and tiny animals.
talks about materials artists use.
VAES1.4 Communicates their ideas about pictures and
other kinds of artworks


talks about the way artists use material.
VAS2.3 Acknowledges that artists make artworks for
different reasons and that various interpretations are
possible

Talks about the meaning of artworks.
VAS1.1 Makes artworks in a particular way about
VAS2.4 Identifies connections between subject matter in
Creative Arts: Visual Arts
S3 outcomes
VAS3.1 Investigates subject matter in an attempt to
represent likenesses of things in the world

participates in painting and drawing activities using a
diverse range of media and techniques
VAS3.2 Makes artworks for different audiences, assembling
materials in a variety of ways


investigates painting techniques and colour mixing to
create a multilayered landscape.
makes sketches and experimental drawing studies of
insects and tiny animals.
VAS3.3 Acknowledges that audiences respond in different
ways to artworks and that there are different opinions about
the value of artworks

discusses the different ways artists interpret subject
matter
VAS3.4 Communicates about the ways in which subject
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experiences of real and imaginary things

participates in different painting and drawing activities
using a range of media.
VAS1.2 Uses the forms to make artworks according to varying
requirements


artworks and what they refer to, and appreciates the use of
particular techniques

talks about the way artists use materials and tools.
matter is represented in artworks

discusses the different techniques artists use in their
work.
Makes layered artworksinvolving differing media
Explores markmaking with both paints and pencils
VAS1.3 Realises what artists do, who they are and what
they make

talks about different materials artists use
VAS1.4 Begins to interpret the meaning of artworks,
acknowledging the roles of artist and audience

talks about techniques artists use.
Learning experiences (all stages)
Learning focus: Developing a multilayered landscape painting inspired by the idea of Terra Nullus
Visual Art forms explored in this sequence: painting and drawing
Resources required:

Picture book ‘The Rabbits’ by John Marsden & Shaun Tan

Pulpit Rock, blackbird and cow by Arthur Boyd (image no.2 Beyond the Frame)
Materials required:

Large pieces of cartridge or other good quality paper, Visual Diaries or smaller pieces of paper suited for sketching

Watercolour or Edicol or food dyes, paints, chalk pastels and coloured pencils

A range of brushes from very large to fine
Getting started
Appreciating

Students observe the two pictures – Reproduction of ‘ Pulpit Rock, blackbird and cow’ by Arthur Boyd (image no.2 Beyond the Frame) and ‘The Rabbits’ by John Marsden and
Shaun Tan page 3- 4 (containing the text ‘At first we didn’t know what to think...’) and discuss their very first impressions relating to subject matter, colour, composition.
Encourage students to take a closer look and discuss the details and how they may be created, the use of a diversity of colours and the various shapes and sizes of shapes. Are
these barren landscapes, Terra Nullus or open spaces brimming with life?
Making
1. Students look at the position of the horizon line in the two reproductions and create their own separation of earth and sky, high in the page, using food dyes, Edicol dyes or
watercolour to create an interesting base for their painting. If students are using dyes the addition of salt to their finished wet work will add further interest when the dye dries.
2. Show students a colour wheel and ask them to find their colours on the wheel and then the harmonious colours that are either side of their colour. Using large brushes and these
colours students add paint to their wash mixing colours on the page so that there is a wide variety of colours on their base. Students should be encouraged to incorporate as
many tints, tones and shades of their base colours as they can. Encourage students to apply the paint in differing ways in different areas of their page.
3. Students use lighter colours to add further interest and life to their landscape. These could include finger prints, fine brush marks, dry brush work, tooth brushes and flicking
paint.
4. Using smaller pieces of paper students create mini creatures, insects, birds and lizards. (Stage 2 & 3 students can look at Shaun Tan’s play with proportion in creating his
characters and try exaggerating tails, legs antennas etc.)
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5.
Students use fine brushes or pencils to add detail.
Planned assessment ES1
Assessment strategy
The teacher:

observes student participation in painting and drawing
activities.
Assessment criteria
The student:

mixes colours

experiments with mark

makes a layered artwork involving wash, painting,
mark-making and drawing

makes experimental drawings of small animals and
insects.
These criteria relate to outcomes:
VAES1.1,VAES1.2,VAES1.3, VAES1.4
Planned assessment S2
Assessment strategy
The teacher:

observes student participation in painting and drawing
activities.
Planned assessment S3
Assessment strategy
The teacher:

observes student participation in drawing and painting
activities.
Assessment criteria
The student:

mixes colours to create clean and complex colours

experiments with mark making for differing effects

makes a layered artwork involving wash, painting,
mark-making and drawing

makes experimental drawings of small animals and
insects involving changed proportions.
Assessment criteria
The student:

mixes colours to create clean and complex colours

experiments with mark making for differing effects

makes a layered artwork involving wash, painting,
mark-making and drawing

makes experimental drawings of small animals and
insects involving changed proportions.
These criteria relate to outcomes:
VAS2.1,VAS2.2, VAS2.3 and VAS2.4
These criteria relate to outcomes:
VAS3.1, VAS3.2, VAS3.3, VAS3.4
Planned assessment S1
Assessment strategy
The teacher:

observes student participation and responses.
Assessment criteria
The student:

mixes colours to create colours

experiments with mark making for differing effects

makes a layered artwork involving wash, painting,
mark-making and drawing

makes experimental drawings of small animals and
insects.
These criteria relate to outcomes:
VAS1.1,VAS1.2 , VAS1.3, VAS1.4
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Science and Technology
Early Stage 1 and Stage 1 outcomes
Science and Technology
Stage 2 outcomes
Science and Technology
Stage 3 outcomes
LTES1.3 Identifies ways in which living things are different
and have different needs

living things differ from non-living things

there is a diversity of living things

living things can be categorised into groups that
have similarities and differences, e.g. appearance,
habitat, movement, food.
LTS2.3 Identifies and describes the structure and function
of living things and ways in which living things interact with
other living things and their environment
LTS3.3 Identifies describes and evaluates the interactions
between living things and their effects on the environment
INVES1.7 Investigates their surroundings by observing,
questioning, exploring and reporting

makes observations using all senses and responds
to questions about ways to find out

suggests simple classifications based on physical
properties

makes collections and identifies features of items
collected

tells others about what has been found out

explains own ideas about reasons for patterns and
trends in items collected.
LTS1.3 Identifies and describes ways in which living things
grow and change

living things (including plants and animals) grow and
change over time and have life cycles

plants grow from seeds.

animals and plants need food for growth

animals obtain food from plants or other animals

plants need various requirements for growth (e.g.
water, light).
IVS1.7 Conducts guided investigations by observing,
questioning, predicting, collecting and recording data and
suggesting possible explanations.

responds to stimulus material by asking simple
questions such as How? … Why?... . What will happen
if?

helps make decisions about ways to investigate.

suggests evidence need to answer each question
using a variety of collected data (drawings,
photographs, video, digital camera, survey of others).

organises the data previously collected and works out
trends or patterns

write reports, using simple factual texts modelled by
• plants and animals depend on each other in their
environments.
• environments for living things need to provide basic
requirements for the life of those living things.
• environments may be disturbed in a range of ways by
human and natural actions, and these disturbances can
affect the living things in those environments.
• biotechnology (e.g. selective breeding, genetic
engineering) can be used to manipulate plants and
animals.
INVS2.7 Conducts investigations by observing, questioning,
predicting, testing, collecting, recording and analysing data,
and drawing conclusions
• poses ‘decide which’, ‘find a way to’ or ‘find the effect of’
questions.
• identifies, with guidance, the types of measurements and
data to be collected and decides how to do this and with
whom.
• uses equipment accurately, reliably and safely.
• records data in an appropriate form and works out trends
or patterns in the collected data.
• reports to others, using simple actual texts that have
been chosen in consultation with the teacher, e.g.
information reports, procedures and explanations.
• comments on the limitations of the investigations in
relation to equipment, size of sample, repeatability.
• suggests improvements to procedures.

all living things interact with other living things and
their environments.

the growth of plants depends on a number of factors,
including the availability of light and nutrients.

the physical characteristics of animals, are in part,
determined by the characteristics of their parents
(genetic inheritance).
• an understanding of the interactions between living
things and between living things and their environment
assists in taking actions to conserve both those living
things and their environment..
INVS3.7 Conducts their own investigations and makes
judgments based on the results of observing, questioning,
planning, predicting, testing, collecting, recording and
analysing data, and drawing conclusions



conducts appropriate self-questions to guide
investigations.
decides the type of data needed and works
cooperatively to collect such data.
records data in an appropriate form sand evaluates
collected data to ensure that it satisfies the purpose of
an investigation.
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the teacher.
Learning experiences – all stages
The first British settlers to Australia encountered many plants and animals that they had never seen. The Australian environment was vastly different to that of the Britain. This series of
activities will allow students to investigate some of the structures that assist animals to survive in their environment.
Diversity of animals - research
Observing and exploring (ask questions, pose problems, find out what is currently known)
• Inform students that they will be researching Australian native animals.
• Brainstorm and list known Australian native animals such as kangaroos, wombats, kookaburras.
• Ask students, in pairs, to select a native animal from the list, or allocate a native animal to each pair to research.
• Discuss with students, what do we want to find out about our animals? Ask:
- what is its name? (common name)
- where does it live?
- what does it eat?
- what does it look like? (have students provide a large picture of the animal to use in the next activity)
- what are its predators?
- how does it protect itself?
• Supply students with a suitable proforma/table to complete their research.
Classifying animals
Collecting and recording data (use the procedure and equipment to collect and record data)
• Place the students in small groups with their research information and native animal pictures (teachers may like supply additional pictures of animals).
• Ask students to compare the animals:
- how are they the same? (number of legs, body covering, food they eat, habitat, location of ears/eyes)
• Ask students to group the animals. Discuss with students what features they could use to classify the animals.
• Have groups report to the class the grouping feature they used. Ask students to form sub groups from their original groups.
• Have groups report on the second grouping feature they used.
• Have students create a dichotomous key (a flow diagram that continuously branches into two and is used to classify organisms) in their science log book.
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Australian
native animals
has 2 legs
has fur
has feathers
has 4 legs
has fur
has scales
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Learning experiences - all stages
Animal adaptation: identifying structure and function
Particular features of animals help them to better survive in certain environments. In this series of activities, students will investigate how the shape of a bird’s beak helps it collect food.
Observing and exploring (ask questions, pose problems, find out what is currently known)
• Supply students with pictures of three birds with different shaped beaks such as a
- pelican – wide, deep
- pacific black duck – flat
- brolga – spear-shaped
Images may be obtained from the Australian Museum web site http://www.austmus.gov.au/explore/index.cfm
• Discuss with students the shape of the beaks:
- describe the shape of the beak
- what do you think the birds could use the beak to do?
- what type of food do you think they would eat?
Hypothesising and predicting (define a problem that can be investigated scientifically)
• Record the students’ responses and jointly construct generalised statements such as:
- spear-shaped beaks are better at picking up small food
- wide, deep beaks are better at holding large food
- a flat beak is good for crushing food.
Devising and testing (describe a procedure for collecting data, identify appropriate equipment to carry out the procedure)
• Ask students to suggest ways of testing the above statements. Students may suggest a trip to the zoo or to an area where birds may be observed feeding
• Guide students towards an investigation where the various beak types may be replicated.
• Discuss with students: what could be used to replicate the shape of the beaks and type of food they would normally eat? Supply groups of students with:
- a paper plate
- two paddle-pop sticks (duck’s beak)
- a plastic spoon (pelican’s beak)
- a tooth pick (brolga’s beak)
- small round lollies or beads
- small pieces of paper
- stopwatch or watch with a second hand
- a paper cup.
• Supply students with the following procedure:
1. Place 10 lollies/beads in the paper plate
2. Take turns, using the spoon, to collect lollies/ beads and place them into the paper cup within a 20 sec period
3. Record the results of each student’s attempts on an observation chart.
Student’s name
John
Beak type
pelican
Object
beads
Number
8
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- repeat steps 2 and 3 using the 2 paddle-pop sticks
- repeat steps 2 and 3 using the tooth pick
- repeat the investigation using 2cm squares of paper
Analysing and drawing conclusions (reach a conclusion which is communicated to others)
• Guide students in producing a graph of their observations. Students may use graph paper or an electronic spreadsheet program to generate their graphs.
• In groups ask students to review their results:
- which beak type was most successful at collecting beads/jellybeans?
- which beak type was most successful at collecting the pieces of paper?
• Supply students with a printout of the fact sheets from the Australian Museum web site http://www.austmus.gov.au/explore/birds.htm Do the results of the group’s investigation support
the information supplied in the sheet i.e. does the shape of the beak help the birds capture and eat their prey?
• Have students write an evaluation of the investigation in their science log books. The students should answer the following questions:
- was the simulation of the birds’ beaks a good way of investigating their function?
- how could you improve the investigation?
Further investigations
• Students select an animal or plant and discuss how some of its features help it to survive in its environment.
(Literacy link: organises information in a variety of formats to demonstrate conclusions of an investigation; gathers information from observations; jointly constructs generalised statements
based on observations and discussions; organises a procedure to test an hypothesis )
Learning experiences - all stages
Investigating a food chain
The interdependence of plants and animals is finely balanced. The first settlers introduced new plants and animal species to the Australian environment. Practices such as land clearing
and hunting placed pressure on the local flora and fauna.
Observing and exploring (ask questions, pose problems, find out what is currently known)
• Use the student’s research from the
previous science activity.
• In the student’s science log, have
students draw a graphic showing the diet of their chosen native animal e.g. as a structured overview.
worms
Platypus
mussels
yabbies
• Have students research the diet of one of the plants or creatures that the chosen animal (animal in the centre of the mind map) depends on for food.
• Have students add the information to their graphic
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• Discuss with students the concept of a food chain (the arrows show the flow of energy)
• Using the students’ researched information, have students create a food chain i.e.small insects —> yabbies —> platypus
• Discuss with students:
- what would happen if one of the animals was removed from the food chain?
- what may cause an animal to be removed from the food chain?
• Have students confirm their knowledge and understanding of food webs by engaging in the chain reaction activity, at:
http://www.ecokidsonline.com/pub/eco_info/topics/frogs/chain_reaction/index.cfm
• Additional activities may be found at:
http://www.bbc.co.uk/schools/revisewise/science/living/03b_act.shtml
https://tstdetwww.det.nsw.edu.au/learningobjects/Content/L1147/object/index.html
https://tstdetwww.det.nsw.edu.au/learningobjects_strict/index.jsp?doSearch=true&query=food+chain
Analysing and drawing conclusions (reach a conclusion which is communicated to others)
• Discuss with the class the affects of introducing a new species into an environment. Create a mind map of the students’ responses as a summation of what they have learnt. Display
the mind map in the classroom.
Extension for Stage 3 students. Stage 3 students will investigate effects of introduced plant and animal species into Australia e.g. Paterson’s Curse, privet, rabbits, cane toads. Their
investigations will address the big idea: An understanding of the interactions between living things and between living things and their environment assists in taking actions to conserve
both those living things and their environment.

Stage 3 students present the results of their investigations to the class.
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ES1 Assessment strategy
Stage 2 Assessment strategy
Stage 3 Assessment strategy
The teacher:
• observes students’ participation in the investigative
activities.
• talks with students about their investigations
The teacher:
The teacher::
•
observes student’s contribution to a class
discussion
•
Assessment criteria
The student:
• explains information gathered through observations
• records data in an appropriate form
These criteria relate to outcome LTES2.3, INVES2.7
Stage 1 Assessment strategy
The teacher:
• observes students’ participation in the investigative
activities.
• talks with students about their investigations.
Assessment criteria
The student:
•
analyses student’s science log book.
•
observes student’s presentation to class
analyses student’s science log book.
Stage 2 Assessment criteria:
The student:
• demonstrates an understanding that plants and animals
depend on each other in their environments.
demonstrates an understanding that environments may
be disturbed and these disturbances can affect the living
things in those environments
Stage 3 Assessment criteria:
The student:
• demonstrates an understanding of the interactions
between living things and between living things and their
environment
• demonstrates an understanding that environments may
be disturbed and these disturbances can affect the living
things in those environments.
• has identified limitations of the investigation
• has suggested improvements to the procedure.
These criteria relate to outcomes LTS3.3, INVS3.7
These criteria relate to outcome LTS2.3, INVS2.7
• explains information gathered through observations and
data collected
• records data in an appropriate form and explains trends
• discusses issues from the food chain activity
These criteria relate to outcome LTS1.3, INVS1.7
Science and Technology
Early Stage 1 and Stage 1 outcomes
Science and Technology
Stage 2 outcomes
Science and Technology
Stage 3 outcomes
ICES1.2 Recognises and uses various means of
communication
• different media can be used to communicate the same
information
•
people choose the means of communication that best
suits their needs.
ICS2.2 Creates and evaluates information products
demonstrating an understanding of the needs of particular
audiences.
• information products can be evaluated, modified and
improved to better meet the needs of different
audiences.
• different media and technologies can be chosen to
tailor information products to the needs of particular
audiences.
•
factors such as age, culture and access to technology
influence the suitability of information products for particular
ICS3.2 Creates and evaluates information products and
processes, demonstrating consideration of the type of
media, form, audience and ethical issues.
•
people communicate in different ways using different
technology.
•
people select and manipulate information to create
messages and perceptions.
DMES1.8 Generates own ideas and designs through trial
and error, play, modelling and making.
• tells how people use some common products and
environments (places).
DMS3.8 Develops and resolves a design task by planning,
implementing, managing and evaluating design processes.
• generates design concepts that reflect the
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• develops design ideas through trial and error and
experimentation.
ICS1.2 Creates a range of information products and
communicates using a variety of media
• information products are created to meet particular
needs
• people work in teams to create information products
• information products can take many forms and use
different media
• particular media can be chosen to suit the type of
information to be communicated.
audiences
DMS2.8 Develops, implements and evaluates ideas using
drawings, models and prototypes at appropriate stages of
the design process.
• works collaboratively to generate ideas for simple
products, systems and environments
• reflects on design ideas for simple products, systems
and environments, and suggests improvements
• works collaboratively to plan and sequence major
steps in design and production
• suggests how design processes could be improved to
produce better results.
•
•
•
•
consideration of aesthetic, cultural, safety and
functional requirements
methodically evaluates design concepts and uses the
results to further develop and improve ideas
produces annotated concept sketches and (freehand)
drawings for use by other people
selects tools, equipment and resources to meet the
requirements of production and use
plans, processes of design and production the
adjusting the process as necessary to improve
efficiency.
DMS1.8 Develops and implements own design ideas in
response to an investigation of needs and wants
• shares design ideas with others and responds to
feedback
• uses a range of equipment, including some specialist
equipment, to produce or model products and places.
• works cooperatively and safely to develop and
implement own design ideas
• follows established procedures for safely using
equipment and resources
• explores common products and suggests how the
features of their design meets the needs of users.
Design task (all stages): making a book
These books will be made using drawings of artefacts, information gathered from interviews, and questions from exploring personal heritage. This task is an opportunity to have students
work with an older class member or family member to create their books.
Introduce the design brief: design and publish a story book for an audience of fellow students.
Exploring the task
• The teacher reviews stages of a design process that students will work through: exploring why and how we make storybooks (need); working out ideas for our own storybook; making
our own storybook; evaluating what we have done.
• Students consider the purpose (need) for stories and story books. Ask: Why do we tell stories?
• Ensure that students explore a wide range of purposes e.g. to entertain, to learn about things (pass on knowledge), to tell people about something that has happened, to help people
understand our ideas and our feelings about things.
• Have students brainstorm:
- the different ways we tell stories
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- the different media we use to record stories.
Design task: making a book
These books will be made using drawings of artefacts, information gathered from interviews, and questions from exploring personal heritage. This task is an opportunity to have students
work with an older class member or family member to create their books.
Introduce the design brief: design and publish a story book for an audience of fellow students.
Exploring the task
• The teacher reviews stages of a design process that students will work through: exploring why and how we make storybooks (need); working out ideas for our own storybook; making
our own storybook; evaluating what we have done.
• Students consider the purpose (need) for stories and story books. Ask: Why do we tell stories?
• Ensure that students explore a wide range of purposes e.g. to entertain, to learn about things (pass on knowledge), to tell people about something that has happened, to help people
understand our ideas and our feelings about things.
• Have students brainstorm:
- the different ways we tell stories
the different media we use to record stories.
Revisit the design brief: design and publish a story book for an audience of fellow students
Exploring the task
• Review earlier learning about the purpose of telling stories.
• Bring a range of different styles of story books into the class. Have students explore different ways we produce story books. Ask students what is similar and what is different about how
these books are produced? e.g. pop-up, spine at the top, spine on the left, big book, spine on the right, stapled at the spine, spiral bound, cloth bound.
• Ask students to look at the way the books are produced. Ask:
- what do you like about these books?
- what don’t you like about these books?
• As a class, create a list of criteria e.g. a good story book
- is interesting
- can be understood by other class members
- tells a story (has a sequence)
- can be read many times without falling apart.
Generating ideas and realising solutions
• Have students interview a book expert (teacher-librarian) to find out how books are produced. In preparation have students prepare some questions:
- what are the essential parts of a book?
- what are the correct terms to use when describing the different parts of a book?
- what methods of book construction last well?
• Explain to students that they will each be responsible for creating their own story book using their art ideas. An older student, family/community member may be able to help younger
students..The finished publications will be circulated to different groups and an evaluation carried out.
• Suggest to students some possible methods of production available in the school:
- hand writing (text)
- computer generated text (cut out by hand and pasted ready for copying)
- using previous illustrations, taking photographs with a digital camera.
Content can come from the sequence of drawings created in the Personal heritage learning experience and the dance activity Telling a story through movement
• Discuss the content of the story book:
- what is the story we want to tell?
- what is the sequence of events in the story?
- what illustrations do we need to explain the story?
- how many illustrations and pages do we need to tell the story?
- how will we assemble our text and our illustrations?
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- will we use the computer to produce text, or will we write the text?
- who can help us with the computing skills we need?
- if we are going to print our book, how will we prepare our book for printing?
• Have students prepare a sketch to work out what goes on each page.
• Ask: how will we know our story books are successful? Brainstorm class criteria to use for evaluating.
Evaluating processes and solution
• Use these criteria to create a class evaluation sheet
Criterion
• Is interesting
•
•
Evaluation question
• Did you enjoy reading all of the story?
• What part did you like best?
• Will you recommend the story to friends?
•
•
•
•
• Students organise another group or another class to read their storybook and complete the evaluation survey.
• As a class collate the results of the evaluation sheets and discuss.
• Ask each student:
- what are you most proud of?
- what would you improve if you could make the book again?
• Possible extension ideas:
- students explore the potential use of Publisher to produce their story book. A good starting place is the Blank publications option in the start up menu
- students explore the use of Storybook Maker software, at
http://homepage.mac.com/seilts/udl_at/resources/MultiMedia/Image_Blender_Storybook.pdf

An alternative design task is to use the information gained from the scientific investigations on animal adaptation to make an information book. Examples would include the structure
and function of living things for Stage 2 students and the interdependence of living things within the environment for Stage 3 students.
An example of student design and publishing can be found in the Powerpoint document Achieving balance and diversity: food from Thailand:
http://www.qtp.nsw.edu.au/qtp/files/QTP_Primary/pdfs/Bal&Diversity.ppt
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Stage 1 Planned assessment
Stage 2 Planned assessment
Stage 3 Planned assessment
Assessment strategy
The teacher:
Assessment strategy
Assessment strategy:
•
observes student contribution to class and group
discussions
•
asks students to give reasons for their choice of
production technologies i.e. handwriting, computer
generated texts, clip art
•
observes student use of equipment and materials
•
talks to students about their self -evaluation
against the class criteria for success.
The teacher:

observes student’s use and understanding of the
design process

analyses documentation of the design process in
design folders

analyses each groups’ review of their design process.
Assessment criteria
The student:
Assessment criteria
The student:
•
works cooperatively and safely
•
follows established procedures for safely using
equipment and resources
•
organises the sequence of ideas in an information
report
•
observes students’ work during design talk and
presentation

analyses documentation of the design process in
design folders

analyses each groups’ review of their design process.
Assessment criteria
The student:

demonstrates an understanding of the essential
elements of making a book
demonstrates an understanding of the essential
elements of making a book

identifies the issues associated with publishing a book

identifies the issues associated with publishing a book


uses the relevant terminology
shows their understanding that aesthetics and
functional qualities must be considered in their design

assesses the effectiveness of their design
processes and suggests how the process could
be improved.

uses the relevant terminology

assesses the effectiveness of their design processes
and suggests how the process could be improved.

•
shares design ideas with others and responds to
feedback

contributes text to pictures in an information report.
These criteria relate to outcomes DMS2.8, ICS2.2, UTS2.9
These criteria relate to outcomes DMS3.8, ICS3.2, UTS3.9
These criteria relate to outcomes DMS1.8, ICS1.2, UTS1.9
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