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TERM/WEEKS: 2/1-3 YEAR LEVEL: 5 LEARNING AREA/TOPIC: HASS/CIVICS AND CITIZENSHIP

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: All students are provided with their own individual iPad. The classroom also has an apple tv in which the teacher can mirror
various screens for students to see and interact with.
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WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
TERM/WEEKS: 2/1-3 YEAR LEVEL: 5 LEARNING AREA/TOPIC: civics and citizenship
LESSO = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES
N other
LINKS (Introduction, Body and Conclusion)

ACHASSK116- The By the end of this lesson students will Diagnostic: class Introduction/motivation (10mins): Pictures of
1 key features of be able to: discussion at the  Display picture of both pizza and ice cream at front of room, each with alluring pizza and ice
the electoral beginning of lesson qualities listed (E.g. Pizza promises you a crunchy base with variety of toppings) cream
process in 1.Pose at least three questions about brainstorming what  Students move to one side of room if they prefer pizza or the other if ice cream
Australia such as Australia’s electoral process using the they already know Whiteboard
 Introduce focus of lesson (Australian electoral process)
compulsory collaborative online forum, Padlet about topic (WB)
voting, secret  Class discussion- what do students already know about process? (write on WB)
ballot and 2.Collect and display researched 1.Padlet will be used as  Explain 5 steps in electoral process poster of 5
preferential answers to posed questions about a formative assessment steps
voting electoral process in Australia using to see if students have Body (25mins):
Padlet. posed 3 questions and  Students will pose 3 questions they have about electoral process on padlet e.g. padlet, ipads
answers (checklist) Why is it compulsory to vote?
3.Demonstrate ability to appropriately
 Use QR codes placed around room to research answers to questions on viable and
research viable answers using online 2.Anecdotal notes used QR codes
safe websites
forums
 Display answers on padlet under questions posed
 Find a partner and discuss and compare questions and answers

Conclusion (5-10mins):
 Teacher brings padlet up on large screen and discusses findings with students
 State that aim is to learn as much about electoral process as possible so students
can create own election campaign videos in coming weeks

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
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WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & Civics
LEARNING RESOURCES = ICT
TERM/WEEKS: 2/1-3 YEAR LEVEL: 5 LEARNING AREA/TOPIC: and citizenship
LESSON and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

2 ACHASSK116- The By the end of this lesson,
key features of the students will be able to:
electoral process in
Australia such as 1.Identify at least three key
compulsory voting, changes in Australia’s
secret ballot and history of voting during
preferential voting class discussion
2.Create a digital Clips video
about one key change in
Australia’s voting history
e.g. Women’s voting rights
Anecdotal notes will be Introduction/Motivation: History of voting
used to assess objective  Play video ‘History of Voting’ for students video:
1, teacher will listen to  Class discussion: What were some reasons why woman could not vote? When http://www.abc.net.
discussions and take did Aboriginal people get the right to vote and what limitations were there in the au/btn/classroom/hi
notes on what students story-of-
beginning?
have said and if they have voting/10524754
completed task  Think, pair, share discussion: identify 3 key changes in Australia’s voting history
(write some changes on board for prompting)
Checklist will be used for  Display QR code on screen for students to be directed to class weebly whiteboard
objective 2 along with the
teacher app SeeSaw Body:
 Students use class weebly to find information on one key change in Australia’s
voting history (teacher has provided students with facts to put into their clips
videos)
Clips app
 Students create clips video focussing on one of the key changes in Australia’s ipad
voting history (e.g. women’s right to vote, Aboriginal people’s right to vote)
 Clips video must include what the key change was, when it occurred, some of
the major events that followed and if students think it changed AUS voting for
better or worse and why?

Conclusion:
 Students save videos and add it to seesaw for teacher to review and parents to
see their work, teachers plays some on screen

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

3 ACHASSK116- The By the end of this lesson, Introduction:

key features of the students will be able to:  Display various election campaign posters, slogans, videos, ads around the classroom Posters, slogans...
electoral process in  Get students up and walking around to have a look at all the different types of from real election
Australia such as 1.Develop a mind map, in Mind maps will be election campaigns campaigns
compulsory voting, pairs, brainstorming ideas checked by teacher to
 Bring class back together to discuss and explicitly teach about different techniques
secret ballot and for an election campaign ensure they have Whiteboard
preferential voting using the app Mind completed task. A used in campaigns, teacher brainstorms them on board for prompting
Meister general discussion  Teacher explains larger learning task for duration of term, to create a campaign
about what strategies video in pairs using different strategies to persuade the voters to vote for them in
(This is an essential they are focussing on the next election
planning element for their can be recorded in
video project, creating a anecdotal notes Body:
Vote for me campaign  Students get into pairs for task and reflect on different elements of an election
video) Checklist to see if iPads
campaign and what they might want to use in their campaign
students have
2.Identify at least three identified at least 3  Students create brainstorm using Mind Meister app on iPad focusing on election Mind meister app
different election strategies for campaign strategies E.g. election promises, colour, tone of voice, target audience...
campaign strategies that objective 2 on the  Once students have brainstormed, they are to decide on at least three main
will be used and how they class google doc strategies that will be used in their election campaign and write how they will use
will use them when them in the class google doc (can be accessed by QR code displayed on large screen) QR code
creating own campaign
video Conclusion:
Google doc
 Students get into groups of four and discuss the three strategies they are going to
use and how they are going to use them, students then give honest peer feedback
on ideas to help grow in learning process