FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1 YEAR LEVEL: 9 LEARNING AREA/TOPIC: History

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

 1-to-1 student provided iPads.
 Access to a half-class set of school provided Google Cardboard VR headsets, and a half-class set of compatible phones running Android OS.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

1.  The places As a result of this lesson Summative  1-to-1 Apple iPad

where students will be able to: Assessment: Introduction: tablets
Australians Rubric that will be  ‘My Histro’
1. Identify each of the key used to mark the 1. The teacher will invite the class to enter the
fought and the website
major events that Australia timelines that classroom and take their seats.
nature of students have  Google Earth
was involved with during
warfare during created. Ensuring 2. The teacher will explain to the class that today’s web-app (Google
WWI in a timeline.
World War I, they have lesson will be about Australia’s involvement in WW1. Chrome)
including the included new  Google Earth iOS
2. Give a brief description of information found
Gallipoli 3. The teacher will then open the KML file that they iPad App
each of these major events through research,
campaign
that includes 2-3 pieces of and that they have created using the ‘My Histro’ web app then  ‘RWT Timeline’
(ACDSEH095) have exported into Google Earth. (This will be an iOS iPad app
new information. This will be
 Use a range of comprehended interactive timeline overlay that shows the key  ‘Timeline
displayed in a timeline.
methods to the basic timeline locations/battles that Australian troops were involved Visualiser’ iOS
collect, select, of events outlines with during WW1). iPad app
record and at the begging of
 Teacher’s Laptop
organise the lesson.
4. The teacher will then use this in conjunction with  Classroom
relevant and their own verbal descriptions to give the students an projector
reliable overview of Australia’s involvement in WW1.
information
and/or data
from multiple
sources that Timeline Creation Activity:
reflects the
5. The students will now use the ‘RWT Timeline’ iOS
type of
app on their iPad to create their own timeline of
analysis of
Australia’s involvement in WW1. (Students who are
information
confident with technology will be given the
that is needed
opportunity to use the ‘Timeline Visualiser’ iOS app
(e.g.
which offers greater functionality and control but is
questionnaires
less user friendly). Students may, if they wish,
, surveys,
complete this activity in pairs.
emails,
- Students will be emailed the KML file which they
discussion
can open in the Google Earth App on their iPads.
lists, tables,
They will use this as a guide to what events they
field sketches,
need to include.
annotated
- Students will be instructed that they need to
diagrams),
research each event and provide a brief
with and
description of each event.
without the use
of digital and
6. The students will be required to export their timeline
spatial
and email a copy to the teacher.
technologies
(WAHASS82)
7. Students who complete their timeline before the rest
of the class will be told to open and their choice of
the ABC WWI experience iOS apps on their iPad
(Gallipoli, Beersheba, Women, Home Front, Third
Ypres or Fromelles and Poziers).

Conclusion:
8. The teacher will show the class 2-3 of the timelines
that have been created and submitted to the class on
the projector.

9. The students will be dismissed from class if they

have emailed their timeline to the teacher. If they
have not done this, they will need to explain to the
teacher why not, and may be kept in briefly at lunch
to complete it.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2.  The places As a result of this lesson Summative  1-to-1 Apple iPad

where students will be able to: Assessment: Introduction: Tablets
Australians A rubric that will  Mind Meister
1. Use a range of methods to be used to assess 1. The teacher will invite the class to enter the
fought and the iPad app
collect, select, record and the quality of work classroom and take their seats.
nature of warfare produced by  Chatter Pix iPad
organise relevant and
during World students using 2. The teacher will then briefly recap the prior lesson, app
reliable information and/or
War I, including Mind-Meister. making sure that the students are able to establish  Apple Tv
data from multiple sources
the Gallipoli an understanding of the Gallipoli campaign’s place in connected to
that reflects the type of Summative
campaign the wider conflict. classroom
analysis of information that Assessment:
(ACDSEH095) projector
is needed (This will be A rubric that will
 Use a range of be used to assess 3. The teacher will explain that today the students will
demonstrated through the be investigating the experiences of different types of
methods to the quality of work
Mind Meister activity). people who were involved in Gallipoli.
collect, select, created by
record and students in the
Body:
organise 2. Demonstrate an Chatter Pix
relevant and activity. This will
understanding of at least 4. Students will be assigned into groups of 3-4 by the
assess if students
reliable three key experiences of teacher. (These groups should be pre-allocated by
have included
information one person/group of people three key the teacher to make the lesson flow smoother by
and/or data from during the Gallipoli experiences of allowing easier online sharing of resources).
multiple sources campaign (This will be one person/group.
5. The teacher will assign each group the category of
that reflects the demonstrated through the people who were in Gallipoli that they will be
type of analysis Chatter Pics group activity). researching. Examples include diggers, officers,
of information admirals/generals, medics, nurses, Turkish troops.
that is needed
(e.g. 6. The teacher will then ask the students to open the
questionnaires, Mind Meister app on the iPad, where they have been
given access to a mind-map that the teacher has
surveys, emails,
created. This mind-map already has key headings to
discussion lists, prompt the students’ own research.
tables, field
sketches, 7. Students will then be given time to research their
annotated category and add information to the mind-map.
diagrams), with
8. After students have completed their research, they
and without the will be prompted to use the ‘Chatter Pix’ iPad app to
use of digital and create a short video from the perspective of their
 spatial allocated category of people, that outlines key
technologies information about their experiences and views while
(WAHASS82) at Gallipoli.

9. Extension work: Groups who complete their task

significantly before the rest of the class will be told to
open and explore the ABC ‘Gallipoli’ App on the app
store.

Conclusion:
10. Students will then use Airplay to stream their videos
to the class projector so the rest of the class can
view them.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

3.  The places As a result of this lesson Summative  1-to-1 Apple iPad

where students will be able to: Assessment: Introduction: Tablets
Australians A rubric that will  360-degree iPad
1. Produce a video that assess the ability 1. The teacher will invite the class to enter the
fought and the connectable
demonstrates an of student groups classroom and take their seats.
nature of to create a video camera
understanding of at least 2
warfare during that reflects the 2. Students will be told that today’s lesson will be able  Classroom
key elements of the nature
World War I, experiences of to nature of warfare during WW1 and the conditions Projector with
of warfare/conditions that Australian troops,
including the and events the soldiers faced. Apple TV
Australian soldiers faced and the nature of
Gallipoli  Google Docs
during WW1. warfare during
campaign
WW1. Students 3. The class will be told to get into pairs and come to  Half-class set of
(ACDSEH095) ability to the front of the class and collect an android phone Android phones
 Develop texts, synthesise their and “Google Cardboard” VR headset from the front capable of
particularly main messages of the class. running Google
explanations from a range of Cardboard
and sources and prior videos
4. Students will then be told to take it in turns to access
discussions, knowledge will
also be assessed. and view the “Education in 360 - WW1 Virtual Reality effectively.
using evidence Trench” YouTube video using the VR goggles.  Half-class set of
from a range Google
of sources to Body: Cardboard VR
support headsets.
conclusions 5. Students will then be told to merge their groups of
and/or two into groups of four. Youtube VR Video
“Education in 360 -
arguments
6. Students will now be informed that they will be WW1 Virtual Reality
(WAHASS93) Trench”
creating their own 360-degree VR videos using the
available at:
360 camera iPad attachments. https://www.youtube.c
om/watch?v=92dNeG
7. In their groups students will make a short 1-3 minute wf9Qs
video that demonstrates any aspect of an Australian
soldier’s life during WW1. To make this they will use
their prior learning and online research to make their
video accurate.
– Students be permitted to use the grass courtyard to
film if they are back 10 mins before the end of the
lesson.

8. Once students have finished their video, students will

publish it to their YouTube accounts in 360-degree
video and make the video viewable.

9. They will then copy and past the link to the video into
the Google Doc that the teacher just emailed them
the link to.

Conclusion:
10. Students will be told that next lesson they will be
given the opportunity to watch each other’s creations
in VR.
11. Students will be dismissed to lunch if they have
submitted their link to the Google Doc.