HUMANITIES HISTORY INQUIRY UNIT:

The ANZACs Lest We Forget

(Website: http://s3725952.weebly.com)
YEAR LEVEL: Three
TEACHER: Jacqui Hattrell
RATIONALE: The Humanities History domain in Level 3 of the AusVELS focuses on community and remembrance.
The content provides opportunities to develop historical understanding through key concepts including sources, continuity and
change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular
historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. (VCAA n.d.)
Each year in schools ANZAC day is commemorated around the country, this unit of inquiry encourages students to gain a deeper
understanding of Australian history with an emphasis on the ANZACs in WW1 and the students connection to these events of the
past.
This unit of inquiry applies a constructivist approach to learning, continually building upon student knowledge that creates
connections in order to develop a deeper level of understanding. The teachers role in this unit is to guide the students by asking
questions and setting tasks that allows them to be researchers; active participants in their own learning. The student is at the
center of their learning and is encouraged to create connections between themselves and the topic, there is also an emphasis on
collaboration with other students. Baird and Love (cited in Churchill et al. 2013) theorised that real life activities, reflection,
collaboration of knowledge, looking at multiple perspective, coaching and scaffolding are required to balance the learning needs of
the student. This unit encourages the students to be creative and present their learning in a variety of ways.

Inquiry
Phase

Session
Focus

WEEK 1: Session 1
E5
The ANZACs
Engage

Learning
Intention &
Success Criteria

Tuning In

Body

Reflection &
Assessment

Learning
Intention
Students will
collaborate with
peers to establish
prior knowledge of
the ANZACs.

Make Acknowledgement:
I acknowledge the Traditional
Owners of the land [or country]
on which we are meeting. I pay
my respects to their Elders,
past and present, and the
Elders from other communities
who may be here today (DPC
2014).

Watch: Anzac Day

http://www.abc.net.au/btn/story/s1352954.ht
m (BTN 2005).

Formative
Evidence of
prior
knowledge in
KWL chart
and group
discussion.

Success Criteria
Students are able
to establish prior
knowledge of the
ANZACs using
KWL chart and
identify questions
for inquiry.

Read Meet the ANZACs by

Claire Saxby and Max Berry
Whole Class Question:
What do you know about the
ANZACs and ANZAC Day?
Students will create KWL chart
in their Inquiry Book and
complete (only):
K- What I Know
Time: Five Minutes
* Can discuss quietly with
person next to them
Every student will identify
something they know and
teacher will write on IWB.

** Warning for students: This may cause

distress to some students as this displays acts
of war and violence.
Users of the Indigenous observatory should
be aware that it may include images of
deceased persons. In some Aboriginal and
Torres Strait Islander communities, seeing
images of deceased persons may cause
distress or sadness and, in some cases, offend
against strongly held cultural traditions
(AIHW n.d.).
Whole Class Questions:
What did you see?
What did you think about the video?
What does it make you wonder?
Students will further discuss aspects of the
ANZACs as a class.
Students to complete W (only) of KWL chart in
their book
W What I want to know
* Can discuss quietly with person next to
them
Students will each share a point with the class
* Teacher to ask children to bring in artifacts if
they have any within their family relating to
soldiers in the war eg. photographs, letters,
journals etc.

Summative
-

WEEK 1: Session 2
E5
The ANZACs
Engage
& ANZAC Day

Learning
Intention
Students to
establish further
questions for
inquiry and
establish what
ANZAC Day means
to them.

Teacher read aloud to class:

My Grandad Marches on
ANZAC Day by Catriona Hoy

Class discussion re: My Grandad Marches on

ANZAC Day.
Teacher to re-read book and students to
discuss
- What do you see and what you think?
Follow up questions to answer in Inquiry Book:
- Why does he wear medals?
- Why do they march?
- Why do we commemorate?

Success Criteria
Students are able
to identify further
questions for
inquiry and
demonstrate what
ANZAC day means
to them through
ICT tool.

Watch on IWB:
http://splash.abc.net.au/home#!/media/11720
29/the-meaning-of-anzac-day
Students to log onto weebly
<s3725952.weebly.com> and comment on
what ANZAC Day means to them, and/or their
families.

Formative
Observations
of student
contributions
to class
discussions,
answers in
Inquiry Book
and students
posts on
Weebly.
Summative
-

* See Policy Documents re: Cyber Safety

Students to write further questions for inquiry
in KWL Chart.
WEEK 1: Session 3 - 4
E5
ANZAC Day
Explore
Ceremonies
& ANZAC
Symbols

Learning
Intention
Students are able
to identify the
different elements
in an ANZAC Day
ceremony and
identify the
different symbols
and what they
represent.
Success Criteria
- Identify different
elements in an
ANZAC Day
ceremony.

Students to brainstorm all the

significant elements of an
ANZAC day ceremony (to be
done individually, time 3
minutes).
As a group, students to discuss
the different elements in an
ANZAC Day Ceremony
teacher to write on the board
Discuss the different symbols
of ANZAC
* Can refer to My Grandad
Marches on ANZAC Day by
Catriona Hoy

In pairs (teacher assigned) students are to

explore ANZAC ceremonies by watching You
Tube videos, searching pictures, listening to
music etc.
- Helpful sites on Weebly under Student
Resources.
Students to create a PowerPoint with
significant aspects of an ANZAC day
ceremony with short annotations eg.
- The Last Post
- The Ode
- Poppies
- Medals
- March
- Minutes Silence

Formative
PowerPoint
presentations
in conference
with teacher.
Summative
PowerPoint
presentation
to be
completed in
conference
with teacher.
Teacher
observations
and
questions to

- Identify ANZAC
symbols and their
meanings.
- Able to find
information using
internet.
- Create
PowerPoint
presentation.
WEEK 2: Session 5
E5
The ANZACs
Explore
lets get
personal

Learning
Intention
Making a personal
connection
between the
ANZACs and
themselves/the
community.

confirm
individual
learning.

Read A day to remember by

Jackie French

Teacher to show artifacts of great grandfather

from the war, students will be invited to share
any stories or artifacts from their relatives
See blog post on Weebly.

Success Criteria
Students to
contribute to class
discussion and
make meaningful
responses in
reflection.
WEEK 2: Session 6
E5
Research
Explore
ANZAC
Soldiers

Learning
Intention
Use ICT tools to
research and
represent
information.
Gain further
insight into the
soldiers who went
to war.
Success Criteria
Student is able to

Class to discuss WW1, discuss the mission,

discuss the conditions, and get a snapshot of
that time in history teacher may lead the
discussion to encourage students to explore
details further.
Link for IWB: http://www.abc.net.au/news/firstworld-war-centenary/timeline/

Formative
Teacher
observations
and student
contribution
to class
discussion.
Student
reflection of
lesson.
Summative
-

Students to write a reflection of the lesson in

Inquiry Book.

Read The Last ANZAC by

Gordon Winch

Research soldiers and post on Classroom Blog

one with photo and short biography.

Speak about the ANZAC

soldiers and follow up from last
session.

Useful Site:
http://discoveringanzacs.naa.gov.au/home/
* Towards end of class students to stain paper
with tea/coffee for next lesson.

Formative
Student blog
post of
soldier
biography.
Summative
Blog post of
biography of
soldier.

research and post

findings using ICT
Tool.
WEEK 2: Session 7
E5
Mateship &
Explore
Anzac Spirit

Learning
Intention
Identify what
mateship and
ANZAC spirit is.
Student able to
relate these
elements to
experiences in
their lives.

Read Simpson & His donkey

by Mark Greenwood
As a group discuss what
mateship and ANZAC spirit
might mean.

Students to write a journal entry

- Identify what mateship and ANZAC spirit
mean to them.
- Where did it appear in the book?
- Where have you seen/felt it in every day life?

Formative
Student
journal entry
and
interpretation
of criteria.
Summative
-

Success Criteria
Able to interpret
what mateship
and ANZAC spirit
is & identify
how/where these
elements appear
in their own life.
WEEK 3: Session 8
E5
Anzac
Explore
Biscuits

Learning
Intention
Follow a recipe
Work
cooperatively
Write a letter from
soldiers
perspective to
their families back
home.
Success Criteria
Follow a recipe.
Able to write a
descriptive letter
from a soldier to
their family.

Read Anzac biscuits by Phil

Cummings
Discuss book and conditions
the soldiers would have
experienced.

Half class to bake Anzac biscuits at a time

Half class, using stained paper, write letters to
family from war describing the conditions and
how they feel.
* Encourage students to date and sign off
from correct time period.
Swap half way

Formative
Students
involvement
and letter
from soldier.
Summative
-

WEEK 3: Session 9
E5
Excursion:
Explain
Shrine of
Remembranc
e

Learning
Intention
Experience an
ANZAC
commemoration
ceremony and
gain a greater
understanding
into all elements
relating to the
ANZACs.

Excursion: Shrine Of
Remembrance
http://www.shrine.org.au/Educa
tion/Ceremonies-forStudents/LEGACY-DAY
* See Policy Documents re:
Excursions

Participate in Legacy Day ceremony.

Explore the galleries
- Take photographs and make notes of new
learning.
- Answer question sheet (students to each
complete one for their references, can work
together in pairs or individually).

Formative
Participation
in activities
on excursion.
Summative
-

Success Criteria
See session 10.
WEEK 3: Session 10
E5
Review of
Explain
excursion to
the Shrine of
Remembranc
e.

Learning
Intention
Reflect on
excursion and
draw connections
to unit of inquiry.
Success Criteria
Student is able to
write reflection of
excursion
including what
they saw, what
they found out,
what they wonder,
how they felt.

WEEK 4: Session 11-12

E5
Mapping
Learning
Elaborat
Intention
e
Students to draw
upon prior
knowledge
regarding the
ANZACs and map

In groups of four (teacher

assigned) discuss excursion
and write key points on
butchers paper (10 minutes)
- What did you see?
- What you find out?
- What do you wonder?
Present key points to the class

Students to each write a reflection about the

visit to the Shrine of Remembrance and post
on Classroom Blog.
- What did you see?
- What did you find out?
- What do you wonder?
- How did you feel?
- What did you like/dislike?
- Why do we commemorate, do you think we
should?

As a class, review findings

relating to the ANZACs and
their mission.

Students to complete mapping activity in

groups of three, students can pick group
members.

List places of interest on the

board.

List associated places relating to the Gallipoli

campaign and locate on a map of Turkey

Formative
Student
reflections of
excursion &
knowledge
acquired.
Summative
-

Formative
Observations
and informal
interactions
with children
regarding
activity.

out associated
places.
Success Criteria
Students can
locate places on a
map.
Students can
locate
photographs of
these places.
Students can
identify why these
locations are
important.
Students present
this information.

WEEK 4: Session 13-16

E5
Prepare for
Evaluate final
presentations
.

Learning
Intention
Review all learning
that has taken
place & piece it
together to create
a puppet show.
Success Criteria
Sort information,
plan and design
puppet show
presentation

WEEK 4: Session 17-18

E5
Presentations Learning
Evaluate
Intention
Present puppet
show relating to
the ANZACs

Reference: Shrine of Remembrance (n.d.).

- Lone Pine - The Nek
- Brighton Beach
- Gaba Tepe - Dardenelles - Sari Bair Range
- Suvla Bay
- Gallipoli Peninsula
Where possible, collect photographs of these
places and make short annotations.
www.awm.gov.au & www.anzacsite.gov.au
may help. Photographs in Collections
database.
Students to choose their preferred method of
presentation eg. Powerpoint, Map and Photos
etc

Summative
Student
presentations
accurately
show
destinations
on map with
correct
annotations.

Share findings with class.

Puppet Presentations
Groups of four (Pick names out of a hat)
- Include dates, places, music, notable events.
* Advise to have a narrator
Students to make a plan
- Discuss what they are going to present upon
reflecting on what they have learnt.
- Assign roles Eg. Narrator, Puppet Masters
- Write a script & narration.
- Make puppets and set.

PRESENTATIONS

Formative
Students plan
and design.
Teacher
conferences
to ensure on
correct track.
Summative
-

Formative
Summative
Students
presentation

Success Criteria
Puppet show
represents
students
understanding of
the ANZACs
WEEK 5: Session 19
E5
Reflection
Evaluate

Learning
Intention
Students are to
reflect on the unit
as a whole.
Success Criteria
Students are able
to reflect on the
unit as whole, and
show
understanding of
the ANZACs

depicts
actual events
and shows
understandin
g of the
ANZACs.
Class discussion about
presentations
- What they liked / didnt like
- What they learnt

Students to write a reflection of the unit and

complete KWL chart L What I learnt.
- Reflection to be posted on classroom blog,
answer:
- What skills did you acquire during this
inquiry?
- I would like more help with..
- I had most success with..
- What did you find most interesting?
- Why do you think we
celebrate/commemorate the ANZACs.

Summative
Formative
Reflection of
unit on
Classroom
Blog.

UNIT LINKS TO AUSVELS (VCAA n.d)

Humanities: History
Historical Knowledge and Understanding
Community and Remembrance
T

Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation
Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)
Historical Skills

Chronology, terms and concepts

Sequence historical people and events (ACHHS065)
Use historical terms (ACHHS066)

Historical questions and research

Pose a range of questions about the past (ACHHS067)
Identify sources (ACHHS215)

Analysis and use of sources

Locate relevant information from sources provided (ACHHS068)

Perspectives and interpretations

Identify different points of view (ACHHS069)

Explanation and communication

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)
Civics and Citizenship
Learning Focus
They learn about the contributions that people from diverse groups have made to many aspects of the Australian way of life.
The Arts
Learning Focus
As students work towards the achievement of Level 4 standards in the Arts, they apply and develop their arts knowledge by exploring
arts processes and ways to communicate concepts arising from their personal experiences and from the world around them. Through the
arts disciplines of Dance, Drama, Media, Music and Visual Arts Art (two-dimensional and three-dimensional), both individually and in
combination, they communicate ideas, observations and feelings using a range of media, materials, equipment and technologies to make
arts works; for example, a class presentation could feature the performance of a song from another culture in combination with a
traditional dance and/or accompanied by a slide-show presentation featuring paintings and carvings which explore the theme of the song.
In Drama, students discuss the possibilities of communicating without words then create tableaux based on image/s, to suggest what may
have happened before and after what is depicted in the image/s
Communication
Learning Focus
As students work towards the achievement of Level 6 standards in Communication, they listen attentively when required and learn to
respond and interject appropriately. They learn about appropriate body language when reacting to a speaker and use feedback from peers
and the teacher on their own body language to improve their reactions. They practise paraphrasing what a speaker has said to check
meaning and ask clarifying questions where meaning is unclear.
Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a
variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and

provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right
of others to express opinions.
During both formal and informal presentations, students explore the use of a range of verbal and non-verbal strategies, to enhance
meaning and to engage their audience; for example, physical positioning in the room and use of props, costume, humour and audience
participation. They begin to order logically the ideas that they wish to communicate. When developing formal presentations, students
experiment with various forms; for example, a dramatic performance and use of presentation software. With guidance, they reflect on
their own and others presentations and note the features that make them effective.
Design, Creativity & Technology
Learning Focus
Students work towards the achievement of Level 4 standards in Design, Creativity and Technology, they begin to provide input into the
development of design briefs. They generate ideas from a variety of sources, and recognise that their designs have to meet a range of
different requirements. They learn to make realistic plans for achieving their aims and recognise that they are constrained by the
availability of resources. They clarify ideas when asked, and use words, labelled sketches and models to communicate the details of their
designs.
Students learn to describe ideas and concepts about design, materials/ingredients and technological systems in simple terms. For
example, how and why a drawing is annotated; how materials/ingredients are classified; the systems components that are combined to
create movement, such as gears and pulleys; what characteristics and properties make materials/ingredients suitable for a particular
design or proposed product and how these can be combined in innovative ways to create solutions. In transforming novel ideas into
products or simple systems, they are encouraged to take risks.
Students investigate what products and simple technological systems can do, how they meet peoples needs, how they are used and/or
work, what they look like and why they look the way they do. They learn what evaluation criteria are and, with guidance, develop simple
evaluation criteria and use these to make decisions about, and assess, design ideas. With assistance, they learn to plan basic steps in
production. They develop skills in the use of a variety of simple production techniques, such as cutting, mixing, shaping, joining and
assembling and a range of materials/ingredients to produce products, such as a healthy breakfast cereal and its packaging and simple
systems; for example, a puppet with moving parts (levers) or a pulley arrangement to lift a weight. Production techniques could include
cutting with a saw or knife, weighing with scales, measuring with a jug, filing with a file or rasp, sandpapering, whisking and hand sewing
with a needle and thread. Materials could include paper and cardboard, food ingredients, fabrics, wood, plants and soil or other growing
media. They learn to use tools and equipment safely and hygienically, and with some accuracy, to alter and combine
materials/ingredients and put together components to make a simple system with moving parts.
English
Identify the features of online texts that enhance navigation (ACELA1790)
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text
processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language
features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and
audio elements (ACELY1685)
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and
forms of address that vary according to the degree of formality in social situations (ACELA1476)
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations
(ACELY1676)
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and
learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Information and Communication Technology
Learning Focus
As students work towards the achievement of Level 4 standards in Information and Communications Technology (ICT), they develop skills
in using ICT for problem solving, expressing ideas, and presenting information to different audiences. Working in all areas of the
curriculum, students explore a range of ICT tools (for example, basic editing tools such as word processing) and simple techniques for
visualising thinking.
Individually, students learn to process data in the form of text, images and sound to create planned information products, such as
invitations, short stories, presentation files (for example, a Microsoft PowerPoint file), animations and title pages for books. Students begin
to use manual (for example, proofreading) and electronic (for example, spellchecker) techniques to identify typographical errors and make
appropriate corrections. They use criteria, such as the accuracy and attractiveness of their information products, to make judgments
about how well they meet their purposes. Students use software tools to assist with problem solving. Students work collaboratively to
develop their ICT skills.
When using ICT to assist with problem solving and for producing information products, students investigate and apply some practices that
are ergonomically sound, such as adjusting the height of chairs to ensure that elbows are at an appropriate angle and using keying
techniques that minimise wrist harm and maximise the efficiency of data entry.
Students begin to manage their files using simple ways of organising them for easy retrieval; for example, creating folders based on
topics or forms such as stories, images, and projects. They compare their systems with those of other students and acknowledge and
accept different approaches that work for the user.
When seeking new information on topics of importance or interest in all areas of the curriculum, students apply a set of procedures (such
as simple key words) for locating information on the intranet and the Internet, and they determine the value of these resources by

developing and applying simple criteria (for example, considering the age of the intended audience). They transfer this knowledge when
they evaluate their own products.
Personal Learning
Learning Focus
As students work towards the achievement of Level 4 standards in Personal Learning, they begin to build on personal strengths by
recognising strategies for learning which help them learn most effectively. With support, they use their past learning to inform their future
learning, and begin to set learning improvement goals.
Students participate in a diverse range of learning activities that allow them to acknowledge their development as learners. They monitor
their learning through strategies such as s share time and seeking feedback from the teacher and, where appropriate, their peers.
With support, students develop strategies for managing their own learning, and identify the need for resource and time management in
completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness
of the strategies they use in learning and in recording and commenting on task outcomes.
Thinking Processes
Learning Focus
As students work towards the achievement of Level 4 standards in Thinking Processes, they explore aspects of their natural, constructed
and social world, wondering and developing questions about it. They use a range of sources of information including observations and
findings from their own investigations to answer these questions. Students develop strategies for organising and summarising information
and reflecting on their thinking. They begin to categorise knowledge and ideas, identify patterns, and form generalisations. They learn to
make connections between both new and established ideas and their own knowledge.

POLICY DOCUMENTS:
Cyber Safety:
https://esafety.gov.au/education-resources/school-policies/national-and-state-education-departmentpolicies
Excursions &
Activities:
http://www.education.vic.gov.au/school/principals/spag/safety/Pages/excursions.aspx

REFERENCES:

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ABC n.d., Australia remembers WW1 1914-1918: WW1 how the war unfolded, ABC, viewed 12 April 2016,
<http://www.abc.net.au/news/first-world-war-centenary/timeline/>.
Australian Institute of Health and Welfare n.d., Sensitivity statement, Indigenous Observatory, viewed 16 April 2016,
<http://www.aihw.gov.au/indigenous-observatory/sensitivity-statement/>.
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Cummings, P 2013, ANZAC biscuits, Scholastic Australia, Australia.
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department-policies>.
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<http://www.shrine.org.au/Shrine/Files/b6/b608e51d-39a5-4356-9d99-0e9ecfc45a19.pdf>.

Thornton, L & Brunton, P 2007, Bringing the Reggio approach to your early years practice, Routledge, Oxon.
Victorian Curriculum and Assessment Authority 2012, Historical skills scope and sequence, Victorian Curriculum and Asessment Authority,
viewed 8 April 2016, <http://www.vcaa.vic.edu.au/Documents/auscurric/History_scope_and_sequence_AusVELS.pdf>.
Victorian Curriculum and Assessment Authority n.d, Level 3, Victorian Curriculum and Assessment Authority, viewed 10 April 2016,
<http://ausvels.vcaa.vic.edu.au/Level3>.
Winch, G 2016, The last ANZAC, New Frontier Publishing, Epping, Australia.