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TERM/WEEKS:

YEAR LEVEL: 6

LEARNING AREA/TOPIC:
HUMANITIES

FORWARD PLANNING DOCUMENT

ACHIEVEMENT STANDARD:Students recognise that Australias democracy is based on the Westminster system, and describe the roles and responsibilities of each level of government and how
laws are made. They identify the democratic values associated with Australian citizenship and describe the rights and responsibilities of being an Australian citizen.
General Capabilities:

Literacy

Numeracy

ICT

Critical and creative


thinking

Ethical Behaviour

Personal and social


Competence

Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia

WEEK/
LESSON

SCSA LINKS
Strand
Knowledge and
understandings
Skills
(ACHCK035) Questioning

SPECIFIC LESSON
OBJECTIVE

By the end of the lesson


Locate and
students will be able to
collect
define the term
information and/ democracy
or data from a
range of
appropriate
primary sources
and secondary
sources (e.g.
museums,
media, library
catalogues,
interviews,
internet)

ASSESSMENT
(what & how)

Observation
Anecdotal Notes

Sustainability

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)

Integration
with
Other strands
in HASS

RESOURCES

Introduction
(Include curriculum Weebly
Cards
The teacher selects one student and ask them to go to the front links)
of the room
(ACHHK113)
iPads
Did they participate in The teacher explains that this student will be making the
(ACHGK031)
lesson?
decisions on the questions the teacher is going to ask. The
questions include;
Did they define
The teacher will ask students if they believe that this is fair
democracy?
The teacher ask the student to sit back down
The teacher now ask the students the questions and ask them
Was there
to vote (put hands up) on the answer they would like to select
understanding of
The teacher ask students if this seems fair compared to the one
democracy correct?
student making the decisions
Body
The teacher ask student to open their iPads to
year6civisandcitizenship.weebly.com
The teacher will ask students to go the on the democracy tab
and write something they know about democracy in the Padlet
The teacher then will read out the cambridge dictionary
definition of democracy.
The teacher will ask students to crate their own definition for
democracy
The teacher will ask the class what is the opposite to democracy
The teacher will read the definition of communism
Conclusion
The teacher will give each groups cards with countries on them
Students will need to decide as a group which countries have a
democracy and which ones are communism
Students will share where they put each country and teacher will
give students the correct answer
The teacher will collect definitions

General Capabilities:
Literacy

Numeracy

ICT

Critical and creative


thinking

Ethical Behaviour

Personal and social


Competence

Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia

WEEK/
SCSA LINKS
LESSON Strand
Knowledge and
understandings
Skills
2
(ACHCK035) Questioning

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

By the end of the lesson Rating scale


Record selected students will be able to
information
create a summary of the
and/or data
Australian Constitution
using a variety
of methods (e.g.
use graphic
organisers,
paraphrase,
summarise)

Sustainability

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)

Integration
with
Other strands
in HASS

Introduction
(Include
curriculum links)
Students are reminded of there lesson about democracy,
teacher will ask students what a democracy is.
The teacher will explain that by then end of this unit of work
students will have created an information sheet, therefore
explain students will need to pay attention and write
sufficient notes about each topic
Teacher will ask students to open their web page on their
iPads year6civisandcitizenship.weebly.com
Students will go to the government tab
The teacher will ask students to write, in the padlet, what
they know about the Australian Government
Body
Students will then click the continue button and be take to
the Constitution page.
The teacher will read to passage to the class or ask students
to read the passage aloud to the class (depending on the
class)
Students will watch The Constitution clip, the first time for
enjoyment.
Student will re-watch the clip while writing notes about the
clip.
Students will create a summary of the the Constitution
Conclusion
Students will share their summaries of the Constitution
Students will hand in their summaries of the Constitution to
the class.

RESOURCES

Weebly
Clip
iPads

General Capabilities:

Literacy

Numeracy

ICT

Critical and creative


thinking

Ethical Behaviour

Personal and social


Competence

Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia

WEEK/
SCSA LINKS
LESSON Strand
Knowledge and
understandings
Skills
3
(ACHCK036) Questioning

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

By the end of the lesson Self assessment


Record selected students will be able to Check List
information
define the roles and
and/or data
responsibilities of each
using a variety level of government
of methods (e.g.
use graphic
organisers,
paraphrase,
summarise)

Sustainability

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)
Introduction
The teacher will hand students their notes back about the
constitution
Students are reminded of the lesson they perviously had
about the constitution
The teacher will ask students what a constitution is.
The teacher will ask students to open iPads
Body
Students will be asked to open to their class weebly
year6civisandcitizenship.weebly.com
Students will go to the three level of government page.
The teacher will read the passage on the top
Students will write, in the padlets, what they believe the roles
and responsibilities are of each level of government.
Students will view the Three Levels of Government clip, the
first time for enjoyment
Students will watch the clip again while writing notes about
the roles and responsibilities of each level of government
Conclusion
The teacher will ask students if they were surprised about
any of the roles and responsibilities of each level.
The teacher will explain to students that they will be doing a
self assessment on their note take
The teacher will give students the self-assessment and
students will complete
The teacher will collect notes from students and selfassessment

Integration
with
Other strands
in HASS
(Include
curriculum links)

RESOURCES

Weebly
Clip
iPads

General Capabilities:

Literacy

Numeracy

ICT

Critical and creative


thinking

Ethical Behaviour

Personal and social


Competence

Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia

WEEK/
SCSA LINKS
LESSON Strand
Knowledge and
understandings
Skills
4
(ACHCK035) Questioning

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

By the end of the lesson Check List


Record selected students will be able to
information
create a tree digram of
and/or data
the Australian
using a variety government
of methods (e.g.
use graphic
organisers,
paraphrase,
summarise)

Sustainability

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)

Integration
with
Other strands
in HASS

Introduction
(Include
Students will be given back their notes on the three levels of curriculum links)
government
Student will be reminded about the pervious lesson and ask
to give some examples of roles and responsibilities of each
level of government
The teacher will go over the term represent and
representatives, as these are important terms for the
students to understand.
Body
Teacher ask students to open iPads and go the the class
weebly year6civisandcitizenship.weebly.com and open to the
Parliament page
Teacher ask students to read the passage (to themselves) up
until the image.
The class will then watch the clip What is Parliament
The teacher will then speak about the image and read the
second passage to the class
The students are asked to click the continue button and read
the passage on the next page
Conclusion
As a class the teacher and students will create a tree diagram
representing the structure of the government of what the
have learnt so far.
Student will then create a copy of this tree diagram.

RESOURCES

Weebly
Clip
White board and
markers
Blank paper
iPads

General Capabilities:

Literacy

Numeracy

ICT

Critical and creative


thinking

Ethical Behaviour

Personal and social


Competence

Intercultural Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia

WEEK/
SCSA LINKS
LESSON Strand
Knowledge and
understandings
Skills
5
(ACHCK035) Analysing

(ACHCK036)

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

By the end of the lesson Rubric


Use criteria to students will have
determine the started on their
relevancy of
information sheet about
information
the australian
(e.g. consider
government including
accuracy,
the constitution, levels
reliability,
of government,
publication
parliament, and a tree
date, usefulness diagram
to the question)
Communication
Present
findings,
conclusions
and/or
arguments,
appropriate to
audience and
purpose, in a
range of
communication
forms (e.g.
written, oral,
visual, digital,
tabular, graphic,
maps) and using
subject-specific
terminology and
concepts

Sustainability

TEACHING & LEARNING


EXPERIENCES
(include learner diversity)

Integration
with
Other strands
in HASS

Introduction
(Include
Students will be ask to take out there notes on each lesson curriculum links)
their tree diagram from the last lesson
Student will be ask to open iPads to the class weebly page
year6civisandcitizenship.weebly.com
The teacher will explain that today student will start to create
the information sheet
The teacher will review what is needed in a information sheet
(as students have perviously creating information sheets)
-Title
-Sub titles
-Facts/information
-Images
Students will be given the rubric, which can also be found on
the weebly
Body
Students will work on creating their information sheet
The teacher will move around the classroom keeping
students on track and help when needed
Conclusion
The teacher will ask students to write down any questions
they have about their information sheet
The will explain that they will collect the work they have
done so far and the questions. This will be returned to
students next lesson

RESOURCES

All students notes


and information
iPads
Weebly

This is only part of the unit of work as there would need to more than five lessons to cover all that is to covered on this topic, students
will continue to learn about passing of a bill and about voting and who can be an Australian citizen.