History

Year: 5
Activity overview:
In groups students will be investigating how indigenous Australians
lived, what they ate, where they lived and traditions they followed,
this will then be compared to how the British settlers and convicts
lived in their early days of living in Australia. Individual groups will
upload their finding onto padlet, which will allow for the rest of the
class to see what everyone discovered.
Curriculum links:
The nature of convict or colonial presence, including the factors that
influenced patterns of development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and Torres Strait Islander
Peoples) and how the environment changed. (ACHHK094)
Student Background knowledge:
Students will be aware of the major lifestyle differences in European
settlers and the indigenous Australians. They will be able to
acknowledge that the indigenous people have a very strong
connection to the land and the animals, indigenous Australians
believe in the dreamtime whilst European settlers would have
different views on the creation of the earth. This activity would be
the third activity when implemented into the year five history unit
which will focus on indigenous Australians and the early settlers.
Teacher Background Knowledge:
The teacher must have a sound knowledge on Australia and its
history, especially how the first settlers treated the indigenous
Australians. The teacher must have a sound knowledge regarding
the dreamtime and varied beliefs that the early settlers may have
had (Christianity etc). The teacher must be able to adequately
describe the lifestyles that both parties had and how they were
extremely different.
Learning intentions and Objections
This activity falls under History in the Australian curriculum. The aim
of this activity is for students to be able to recognize that the
indigenous people lived an incredibly different way to those of the
early European settlers, they had different beliefs, survived in
different ways and had an incredibly different respect for the land.
Students will be expected to complete this activity with respect to
the indigenous people, and their lifestyle.
Curriculum links:
The nature of convict or colonial presence, including the factors that
influenced patterns of development, aspects of the daily life of the

inhabitants (including Aboriginal Peoples and Torres Strait Islander

Peoples) and how the environment changed. (ACHHK094)

General Capabilities:
This activity has clear connections with the general capabilities of
literacy. It allows students the opportunity to identify aspects of
texts that show details or information about cultural and historical
contexts and are able to express their knowledge on varying topics.
Cross Curriculum Priorities:
This activity involves the cross curriculum priority of Aboriginal and
Torres Strait Islander histories and cultures, it involves discussions
about their lifestyle and dreamtime stories.
Incorporating ICT:
With this activity, students will be using padlet (padlet, 2014) to
further their learning on the topic and sharing it with their peers.
Assessment AS learning
As students have been well taught in self and peer reflection, they
have been given short questions to answer on how they thought
they went and how the group performed as a whole.
Student ability:
This activity will be completed in groups, the groups will consist of
varying learning abilities to allow peer learning to take place. This
will allow for students to complete the same work as the rest of their
peers and not feeling inadequate. The groups must be formed by
the teacher.

Student Direction:
Step One: Sit quietly at the back of the classroom, wait for the
teacher to initiate the discussion on the topic of indigenous
Australians and early settlers
Step Two: discuss with peers and teacher, the differences between
the indigenous peoples lifestyle compared to that of the European
settler.
Step Three: the activity will involve you researching indigenous
people and European lifestyles and recording the answers you find
on padlet. You can use the laptops and books provided to find
appropriate answers.
Step Four: Once in groups work together to find appropriate
answers to the inquiry questions.
Step Five: upload the answers onto padlet

Step Six: Share your padlet page with the rest of the class.