SCHOOL OF EDUCATION Student Name & ID: Alexia Sberna 20164172

FORWARD PLANNING DOCUMENT Learning Area : History (ICT)

YR: 6 TOPIC: HISTORY- Women’s rights FPD week 1 to week 3

NOTE: All year 6 students have their own iPad to use for activities, as well as an Apple TV accessible.

Weeks Learning Area Links to Teaching & Learning Objectives/Experiences/Content Resources Assessment
Outcomes other What students are doing/learning/demonstrating/engaging/activities? What will they use? How will achievement
be judged?
LAs How will results be
recorded?

English Introduction: A3 poster completed

1 History (HASS): - Discuss overview of lesson Apple TV in groups
Experiences of Australian  Talking about women’s rights Laptop (teacher)
democracy and citizenship,  Watch BTN video as a class Individual reflection
Weebly website- BTN
including the status and  Going into groups, answer questions link ready
rights of Aboriginal and  Discussion
Torres Strait Islander
 Reflection questions
Peoples, migrants, women
and children (ACHASSK135)
- Students at their desks with iPads
- 1 minute to discuss to the person next to them
Talk about an important and strong woman in your life
What do they do? What’s their job?
Go on iPads and enter what you discussed on Padlet for teacher to see
on board
Discuss as a class the answers on Padlet
 Back in the 1800s, women didn’t have the freedom to “work”, have
an opinion that was considered valid.

- Gender equality BTN news video

- Make sure you listen; the next activity is based on the video!
- http://www.abc.net.au/btn/story/s3784907.htm

- Questions post video

Think about in our lives, women we just talked about… Do you think
they would be able to do what they’re doing now in the 1800s
 A3 cards with
Lesson Steps questions

1. Bring students to the floor with iPads ready

Use to research on safari etc
Ask students to scan the QR code provided to get onto the weebly.

2. Organise small groups, 6 groups of 4– Answer in note form

these discussion questions on poster card.
 Note space left under each question roughly indicates how much
should be written, space left for writing.
 students can use their iPads to research some questions they are
unsure of
 link to video will be put on the weebly full transcript of video to refer
to/ video itself.

Send groups off to areas of classroom

Start timer (Air play)
http://www.online-stopwatch.com/classroom-timers/

Questions (already on A3 cards)

1. Discuss the issues raised in the Gender Equality story.
2. Julia Gillard was not Australia’s first Prime Minister. True or false?
3. Describe what life was like for women in the 1800s.
4. What does suffrage mean? Power point
5. Who were the suffragettes?
6. What did they do to change things for women?
7. Which state was one of the first in the world to give women the right
to vote?
8. How did war change the role of women in society?
9. What were some important changes for women in the 1960s?
10. Do you think women have equal rights to men? Explain your
answer.

3. Share and discuss as a class.

  After timer goes, instruct students to all sit in semi- circle in their
groups on the floor with posters around.
 Discuss each question, teacher to select groups to answer questions
and discuss why they wrote it/ how they feel etc.
4. Reflection questions –students are to record responses in
history text books.
 What does gender equality mean to you?
 How did you feel after watching the story?
 How would your life be different if people didn’t fight for women’s
rights?

If no time to complete, to do for homework!

Move on to next step.

Take iPads with them to the floor

5. Go on Kahoot app- Australian Feminism

https://play.kahoot.it/#/k/78ae8757-6fc6-4da3-ae0d-
3398dc896614

Lesson Closure:

- Discuss what we learned today, the difference of women’s

rights since the 1800s vs 2017. How has it changed?

History (HASS): English Apple TV

10min Introduction:
Experiences of Australian Laptop (teacher)
democracy and citizenship, - Discuss overview of lesson
including the status and - BTN news story, following on from last History lesson
rights of Aboriginal and
- Ask students what we learned last lesson
Torres Strait Islander
Peoples, migrants, women
and children (ACHASSK135)  Suffragette

 Women’s right to vote Weebly website- BTN

link ready
 How you felt, relate to 2017
Make connections between
students’ own experiences
and those of characters and
events represented in texts
drawn from different
historical, social and cultural
contexts (ACELT1613)
Use a range of software,
including word processing
programs, learning new
functions as required
to create texts (ACELY1717)
English
Experiences of Australian
democracy and citizenship,
including the status and
BTN news story on Apple tv
http://www.abc.net.au/btn/story/s4628681.htm
Teacher provides QR code for students to scan onto Weebly.
40min Small groups – make a iBook on iPads with a page answering
each of the following questions:
Questions
1. What was it like for women living in the 1800s?
2. What changes started to happen for women in the late
1800s?
3. Which state was the first to give women the vote?
4. How did the Second World War change the role of women?
5. Describe work for women in the 1950s.
6. How did women fight for their rights in the 1960s and
1970s?
7. What changes still need to be made to make women and
men more equal?
10min Share and discuss as a class.
10min Individual Reflection questions (homework if not completed)
What challenges have women faced in the past?
What challenges do women still face today?
How has your thinking changed since watching the Women at
Work story?
Significant Women
Goal: Create a biography by choosing one of these significant woman in
Australia’s history (Henrietta Dugdale, Vida Goldstein, Louisa Lawson,
rights of Aboriginal and
Torres Strait Islander
Peoples, migrants, women
and children (ACHASSK135)
Plan, draft and publish
imaginative, informative and
persuasive texts, choosing
and experimenting
with textstructures, language
features, images and digital
resources appropriate to
purpose
and audience(ACELY1714)
Use a range of software,
including word processing
programs, learning new
functions as required
to create texts (ACELY1717)
Mary Lee, Rose Scott, Catherine Helen Spence, Edith Cowan, Dame
Edna Lyons)
4min Intro:
Today, women in Dreamworks animation (Video 8/88)
https://www.internationalwomensday.com/Videos The purpose is not
to discredit men and boys, but merely make women’s voices equal.
Thanks to the women, students research today, clips that show these
positive role models are possible.
5min Brainstorm (on padlet in groups)
Teacher chooses from name from hat. Ask students to think about the
sort of information included in a biography. What does a biography tell
us about a person?
30min Using template, find and record information about the female.
Areas of research include:
Where and when was the person born?
Describe their family life growing up.
What are some of their achievements?
What are some of the challenges they have faced?
Early finisher? Choose one to explore in more detail.
15min- share and feedback to class what you have discovered about
“Who’s who?” of Australian suffrage.
STATEMENT:

My lessons thoroughly study the recent past of women’s rights, studying the famous suffragettes (which can link with an English research
report). I used ICT to help engage students, as well a balance between more hands tasks (making posters etc.)
I made it a focal point of my planning to ensure each student will be able to actively engage in shared social experiences with ICT.
Social constructivism is a learning theory that focuses on the social aspects of the learning process (Thirteen, 2004): Active, constructive,
authentic, cooperative and intentional are the five attributes underlying the learning process. Together it promotes effective learning through
ICT. These attributes have been implemented into my lessons through group research and inquiry based activities, keeping activities structured
with the option of being more open ended (for example Book Creator activity) and promoting self-regulated learning experiences by
scaffolding and constructing the website in a way students can follow on without teacher’s instruction. Students should also be actively aware
of the teaching aims of the content being taught- hence the lesson objectives are at the top of each lesson page. When the goal student effort
grows and achievement increases (Kluger & DeNisi, 1996, p. 260).

References:
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary
feedback intervention theory. Psychological Bulletin, 119 (2), 254– 284.

Thirteen. (2004). Constructivism as a paradigm for teaching and learning. Retrieved

from http://www.thirteen.org/edonline/concept2class/constructivis