Year 4 History
The stories of the first fleets
Assessment
Lesson 1
By the end of this lesson, students will have successfully completed a google forms activity and quiz regarding the origins and journey of the first fleet, and the treatment of the convicts. The teacher will access the results of the quiz and google form and record these in a simple table to aid future planning of teaching and learning.
​
Type of Assessment: Formative
Lesson 2
By the end of this lesson, students will have completed a wanted poster on Canva based upon their chosen child convict. This will be assessed by a simple checklist and comment on the students poster.
​
Type of Assessment: Formative
Lesson 3
By the end of this lesson, students will have effectively finished the thought bubble activity, identifying perspectives from Aboriginal Australians and European settlers. The teacher will evaluate the thought bubble results and document students' responses for future topic development. Assessment will be conducted using a rubric.
​
Type of Assessment: Formative
Lesson 4
By the end of this lesson, students will have finished a journal entry based on their chosen convict from Lesson 2. They can choose to use the provided template or proceed independently. Assessment will be conducted using a basic rubric.
​
Type of Assessment: Summative
Lesson 1: record table
Lesson Objectives:
-
Identify the origin of the first fleet to Australia
-
Explain the cause for the first fleet's journey to Australia
-
Describe some of the challenges that passengers endured on the journey to Australia aboard the first fleet
These are assessed within the quiz at the end of the lesson.
Skills being assessed:
-
Locate and collect information from a variety of sources (WAHASS28)
Assessed with the google form website fact.
Lesson 2: Wanted poster checklist
Lesson Objectives:​
-
Create a wanted poster of a chosen child convict, including details of their background, crime committed and sentence using canva.
-
List at least 3 different crimes convicts committed
Objective 1 being assessed with the provided checklist; Objective 2 being assessed with the data collected from the google form.
Skills being assessed:
-
Locate and collect information from a variety of sources (WAHASS28)
-
Present findings and conclusions in a range of communication forms (WAHASS37)
Skills must be used to successfully complete both the wanted poster and the google form.
Lesson 3: Thought bubble rubric
Lesson Objectives:
-
Students will explore the arrival of the First Fleet from both Aboriginal and European perspectives, highlighting the different experiences and impacts of this event on each group.
-
Students will demonstrate empathy by creating thought bubbles that reflect the diverse cultural viewpoints of the Aboriginal people and European settlers during the arrival of the First Fleet.
​​
Skills being assessed:
-
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHASSK085)
-
The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)
-
Draw conclusions and give explanations based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)
Lesson 4: Journal entry rubric
Lesson Objectives
-
Students will write a journal entry from the perspective of an individual during the time of the First Fleet's arrival, imagining daily life, experiences, and personal feelings of that era.
-
In their journal entries, students will include detailed descriptions of thoughts and feelings, treatment of individuals, daily routines, and the challenges faced by people during the arrival of the First Fleet.
​​
Skills being assessed:
-
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHASSK085)
-
The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)
-
Evaluating
-
Draw conclusions and give explanations based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)
Lesson Objectives:
-
Students will write a journal entry detailing activities likely undertaken by convict settlers from the First Fleet to demonstrate an understanding of what life was like.
-
Students will demonstrate empathy for how the First Fleet convict settlers felt by describing their challenges, feelings and thoughts in a journal entry.
​​
Skills being assessed:
-
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHASSK085)
-
The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)
-
Draw conclusions and give explanations based on the information and/or data displayed in texts, tables, graphs and maps (e.g. show similarities and differences) (WAHASS35)