Convicts &

the First
Fleet
Year 4

Bailey Simms
&
Imogen Plester
 Verbal-Linguistic Intelligence
Students create a short story depicting the reasons why
the First Fleet journeyed to Australia, including what they
encountered along the journey and their experiences
following arrival. (ACHASSK085)
Students are to answer worded questions surrounding
colonisation of Australia to complete a cross-word puzzle.
(ACHASSK086)
Students create and demonstrate a presentation about
the impacts of colonisation on the environment and
people’s lives. (ACHASSK086)
Students create a magazine article about the nature of
contact between the first fleet and the Aboriginal people.
(ACHASSK086)
Visual-spatial Intelligence
Students create an illustration, showing the
initial contact between the first fleet and
and Aboriginal people and/or Torres Strait
Islanders. (ACHASSK086)
‘What shouldn’t be in the image?’ Activity -
students analyse an image of the conflict
that arose upon the First Fleet’s arrival in
Australia and remove items that should not
be there. (ACHASSK085)
Students create a diorama showing the
impacts of colonisation on the natural
environment. (ACHASSK086)
Students use maps to study the
geographical story of Australia’s
colonisation and then create an annotated
map showing their findings. (ACHASSK085)
 Interpersonal Intelligence Intrapersonal Intelligence

In pairs, students will pretend they were members

Students write a reflective text on the personal
of the first fleet and make a scrapbook containing
impacts of colonisation on all people involved.
pictures and reflections of that they my have seen
(ACHASSK086).
and/or experienced. (ACHASSK085)
Students individually construct a presentation or
As a class, students discuss how they lives would
brochure outlining who the convicts were and how
have been different if colonisation never occurred,
they were treated. (ACHASSK085)
then create a poster showing how their lives would
change. (ACHASSK086)
Students individually construct a character profile
on Arthur Phillip (commander of the First Fleet).
Students participate in a role-playing activity from
(ACHASSK085)
the point of view of the first sleet, outlining their
reasons for traveling to Australia. (ACHASSK085)
Students individually construct a cause and effect
chart showing the impacts of colonisation on the
In small groups, students make an iMovie
environment and the indigenous community.
presentation showing how colonisation impacted
(ACHASSK086)
the lives of the Aboriginal people. (ACHASSK086)
 Naturalistic Intelligence
Students participate on a guided walk through
Fremantle, showing the major points of settlement,
they will then create a Venn diagram comparing
what they saw to illustrations around the time of
1829. (ACHASSK086)
Students compare the natural environment and
characteristics of Sydney 1788 (establishment of
Penal Colony) and Fremantle 1829. (ACHASSK085)
Students plan native Australian vegetation in the
school garden bed, and then discuss how
colonisation effected such vegetation.
(ACHASSK086)
Students pretend they are a biologist or ecologist
on the First Fleet and describe what they would
have recorded when they first got off the boat.
(ACHASSK085)
Musical Intelligence
Aboriginal people use song and dance as a way of
sharing traditions. Students research one
traditional item, and record it’s importance.
(ACHASSK085)
As a group, research one traditional Aboriginal
dance to perform to the class. (ACHASSK083)
Students engage in a role-playing scenario, acting
out the stories of the First Fleet. Including their
experiences on the journey, and upon arrival.
(ACHASSK085)
Students learn an example of Australian Colonial
music to perform to the class. (ACHASSK085)
 Logical-Mathematical Intelligence Bodily-Kinesthetic
Intelligence

Students compose a timeline beginning at the First Students participate in a scavenger hunt to find
Fleets, departure from Europe up until colonisation items that were used on the ships of the First
was complete. (ACHASSK085) Fleet. (ACHASSK085)

Students pretend they are a member of the First Using clay, students create a representation of the
Fleet and create a secret code they could use to nature of contact between the first fleet and
communicate with other ship members. (ACHASSK085) Aboriginal people. (ACHASSK086)

Students create a diagram or table depicting the In groups, students present a visual
classification of convicts, outlining who they were representation of the experiences of the First
and why they were on the ship. (ACHASSK085) Fleet upon arrival in Australia. (ACHASSK085)

Students create a table depicting the major effects Students play charades acting out major/key
of colonisation. (ACHASSK086) events that occurred during the journey of the
first fleet and their arrival. (ACHASSK085)
 References

Columbus, Christopher: fleet. (2019). In Encyclopædia Britannica. Retrieved from https://academic-eb-

com.ipacez.nd.edu.au/levels/collegiate/assembly/view/94193

https://pixabay.com/vectors/girl-books-school-reading-learning-160172/

https://pixabay.com/photos/blackboard-chalkboard-chalk-scenery-606627/

https://pixabay.com/vectors/people-group-silhouette-team-309068/

https://pixabay.com/vectors/student-education-boy-school-41444/

https://pixabay.com/vectors/tree-forest-trunk-nature-leaves-576847/

https://pixabay.com/vectors/silhouette-dancing-woman-people-3078440/

https://pixabay.com/illustrations/abacus-maths-mathematics-school-497215/

https://pixabay.com/vectors/athlete-athletics-female-2026894

School Curriculum and Standards Authority (2014). Humanities and Social Sciences. Retrieved from https://
k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-sciences