Arrival of First Fleet

Lesson Overview

In this 60-minute lesson, year 3-4 students will investigate the key events leading to the British colonisation of Australia in 1788, with a focus on the arrival of the First Fleet. They will explore reasons for colonisation, identify key figures, and develop an understanding of British exploration and settlement. The lesson includes map and timeline activities and a creative diary entry extension.

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Curriculum Links

This lesson addresses the Australian Curriculum (v9) Humanities and Social Sciences (HASS) content descriptions:

• Year 3 Achievement Standard:
  • Locate, collect and record information and data from a range of sources, including annotated timelines and maps (AC9HS3S02)
  • Explore causes and effects of changes in local community and reasons for changes (AC9HS3K01)
• Year 4 Achievement Standard:
  • Explore the effects of contact following the arrival of the First Fleet (AC9HS4K04)
  • Locate, collect and record data from sources including annotated timelines and maps (AC9HS4S02)

The lesson supports developing historical skills of inquiry, analysis, and communication consistent with the curriculum’s aims for Years 3-4 history.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Describe the reasons for British colonisation of Australia in 1788.
2. Identify key people involved in the arrival of the First Fleet.
3. Use maps and timelines to understand the sequence and context of this historical event.

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Success Criteria

• I can explain why Britain established a colony in Australia.
• I can name important people related to the First Fleet.
• I can read and use a timeline and map to show when and where events happened.

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Lesson Structure & Timing

Time	Activity	Description
0-10 min	Introduction & Engagement	- Begin with a question: "Why do you think people might want to start a new colony far away?" - Show an image of the First Fleet ships and British flag. - Briefly explain the context of 1788 and British reasons (e.g. prisons overcrowded, new land, expand British Empire). - Discussion to connect with students' prior knowledge and curiosity.
10-25 min	Exploring Maps and Timelines	- Present a simple map showing Britain, Australia, and key stops of the First Fleet. - Provide printed or digital copies of a timeline showing key dates and events of the First Fleet voyage. - In pairs, students identify and mark key moments/events (e.g. setting sail, arrival in Botany Bay, moving to Port Jackson). - Teacher guides discussion about timeline order and map locations.
25-40 min	Identifying Key Figures	- Introduce key people: Captain Arthur Phillip (leader), convicts, First Nations peoples (basic introduction). - Use pictures or short profiles. - Students play a matching game linking people’s names to their roles and why they were important. - Record and discuss findings as a class.
40-55 min	Class Discussion & Evidence Recording	- Whole class brainstorm: What were the reasons for British colonisation? List answers on board. - Record answers in a graphic organiser (e.g., cause and effect chart). - Teacher models how to write a sentence describing one reason for colonisation. - Students write their own short sentence about one reason and one key person.
55-60 min	Wrap-Up and Extension Task Launch	- Recap key points. - Introduce the extension activity: Write a diary entry as a person on the First Fleet. Prompt students to imagine being a convict, a sailor, or Captain Phillip. - Explain this can be done at home or next lesson for advanced learners.

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Resources Needed

• Images of the First Fleet ships and key figures
• Maps showing Britain and Australia’s location
• Annotated timeline of First Fleet events
• Graphic organisers (cause-effect chart)
• Matching cards for key figures and their roles
• Writing materials for sentence and diary entry

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Differentiation & Support

• For diverse learners: Provide sentence starters and word banks for writing activities. Use picture cues for key people.
• For advanced learners: Extension diary-writing task encourages empathy and imagination, incorporating historical facts.
• For English language learners: Allow oral responses and use visual supports.

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Assessment Opportunities

• Observe student participation in map and timeline activities.
• Review sentences students write about reasons and key figures.
• Extension diary entry serves as a creative assessment on understanding event perspectives.

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Extension Activity (Advanced Learners)

• Diary Entry Creation: Students write a diary entry from the perspective of someone aboard the First Fleet. It should include:
  • Where they are (on a ship, in Australia)
  • How they feel about the journey and arriving
  • One key fact learned about reasons for colonisation or key people
• Encourage use of historical vocabulary and empathy in writing.

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Notes on Teacher Implementation

• Engage students with visuals and relatable questions to build curiosity.
• Use pair and group work for collaborative learning.
• Scaffold writing tasks to build confidence.
• Use this lesson as part of the broader unit "Understanding Australia’s Early History" to progressively build detailed knowledge and skills around colonisation and its impacts.

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This lesson aligns closely to the Australian Curriculum (v9) for Year 3 and 4 history, emphasizing inquiry, chronological understanding, and perspectives on Australia's first British colony .