ANZAC Cottage Excursion: Itinerary Rheanne Menezes & Aleesha Matic

Year 3 Achievement Standard

At Standard, students develop questions, locate and collect information and/or data from a variety of sources. They record their information and/or data in a range of formats and use some protocols when referring to the work of others.
Students use given criteria to select relevant information, and they interpret information and/or data by sequencing events and identifying different points of view. They translate information and/or data into different formats. Students
use given decision-making processes to draw simple conclusions and provide explanations, based on information and/or data. They present findings using a range of communication forms appropriate to audience and purpose, using
relevant terms. Students develop texts, supported by researched information, and reflect on findings to propose an action.
Students identify the importance of rules and the democratic processes that groups follow when making decisions. They describe how people participate in community groups, and identify the benefits to both the individual and
the community.
Students map and locate various boundaries and natural features that define Australia. They describe the diverse characteristics of Australia’s neighbouring countries, and identify different climatic zones of the world. Students identify
simple interconnections between people and places, and describe how people’s perceptions of places are influenced.
Students describe an example of continuity and change over time in a given area. They identify the contribution of different cultural groups on a community. Students identify the ways people in Australia, and around the world,
acknowledge days and events that have historical significance.
Activity Location/Duration HASS Strand/Content Description Humanities and Social Science Skills Cross Curriculum
Guided Tour ANZAC Cottage – 3 rooms History - The role that different cultural groups have Questioning and Researching – English-
 Students will move through the Cottage with a guide inside played in the development and character of Locate and collect information from a variety Literature
examining the building and stories displayed while the local community (e.g. as reflected in architecture, of sources (e.g. photographs, maps, books, Literature in Context –
listening to the guide and responding to directed and Room 1: How the cottage commercial outlets, religious buildings), compared interviews, internet) (WAHASS28) discuss texts in which
reflective questions about the house, its history and was constructed with development in another community characters, events and
purpose. Room 2: How the cottage (ACHASSK063) Record selected information and/or data (e.g. settings are portrayed in
 Explores further the story of ANZAC Cottage and its fell into disrepair use graphic organisers, develop note-taking different ways, and speculate
significance as a war memorial. Room 3: All about the strategies) (WAHASS29) on the authors; reasons
War, symbols, emblems History - The historical origins and significance of the (ACELT1594)
and significance of ANZAC days and weeks celebrated or commemorated in Analysing -
day today Australia (e.g. Australia Day, ANZAC Day, National Sorry Interpret information and or data collected Responding to Literature –
Day) and the importance of symbols and emblems (e.g. sequence events in chronological order, Draw connections between
Duration: 45 minutes (ACHASSK064) identify patterns and rends, make connections personal experiences and the
between old and new information worlds of texts, and share
(WAHASS32) responses with others
Mystery History Hunt ANZAC Cottages entry, History - One important example (ACELT1596)
 Distribute the Mystery History Hunt Activity Sheet to surrounding outdoor area of change and one important example of continuity over Evaluating -
students and ask them to complete the activity. Students and inside the cottage. time in the local community, region or state/territory Draw conclusions and give explanations, Interacting with others –
start at the front gate and work their way to the back of (e.g. in relation to the areas of transport, work, based on the information and/or data Listen and contribute to
the site. (Be aware of pedestrians and the nearby road Duration: 45 minutes education, natural and built environments, displayed in texts, tables, graphs and maps conversations and
and traffic). Hunt activities include comparing an early entertainment, daily life) (ACHASSK062) (e.g. show similarities and differences) discussions to share
photograph of ANZAC Cottage to the building as it is (WAHASS35) information and ideas and
today, and identifying, recording and mapping key negotiate in collaborative
features and information. Once completed, these can be situations (ACELY1676)
used for extension activities back at school.
Cross-Curriculum Priorities General Capabilities
 Sustainability  In Anne Chapple’s guided tour, when talking about when the  Literacy
cottage fell into disrepair, she will cover content on sustainability in repairs.  Critical and Creative Thinking
 Personal and Social Capability
 Numeracy

Lunch: Students will be taken to Braithwaite Park following the excursion and completion of all activities at ANZAC Cottage. Students will bring their own lunches and then have time to play on the Nature Playground with the supervision
of teachers and parents for what time permits.

Both the excursion site and park have toilet facilities and necessary amenities where needed. In addition, bus parking locations are present at both places that the bus driver will be informed of prior to departures.