Australian Banknotes and Figures

Lesson Overview

In this 60-minute lesson for Year 5 students, learners will explore the representation of noteworthy Australians on Australian banknotes. They will examine how currency reflects national identity and historical significance. This aims to deepen students' understanding of key historical figures in Australia’s journey to Federation and how they are commemorated today.

Learning Objectives

Aligned with the NSW History syllabus for Stage 3 (Year 5):

Identify significant Australians featured on banknotes and understand their contributions to Australia’s history and identity.
Analyse how currency can reflect national values and identity within the context of Australia’s journey to Federation.
Develop skills in historical inquiry by examining primary and secondary sources related to Australian banknotes and notable figures.
Communicate historical understanding through discussion, drawing, and written expression.

Reference NSW History syllabus content descriptions:

HT3-1 Identifies and describes significant people, events, and ideas in the development of Australia.
HT3-2 Demonstrates skills of historical inquiry, including identifying questions, locating, and using information from sources.
HT3-4 Explains different points of view about the past and recognises that they have been constructed in the past and present.
HT3-6 Communicates an understanding of history using historical terms and concepts and a range of ways.

Curriculum Links

History Stage 3: Australia’s Federation: Study of notable Australians and symbols of nationhood.
Humanities and Social Sciences (HASS): Understanding representation and identity through material culture (currency).
Literacy: Developing knowledge through reading, listening, and communicating ideas.
Critical Thinking: Analysing sources and recognising perspectives.

Materials Required

High-quality reproductions or images of current and past Australian banknotes.
Fact sheets or brief biographies of notable Australians appearing on banknotes (e.g., Dame Mary Gilmore, Banjo Paterson, John Flynn, Edith Cowan).
Worksheets for note-taking and drawing.
Whiteboard or projector for presentation.
Worksheets with inquiry questions and drawing templates.

Lesson Structure

1. Introduction (10 minutes)

Engage students with a question: "What do you notice about the people on Australian money?"
Briefly introduce the idea that banknotes show important people who have helped shape the country.
Show images of various Australian banknotes, highlighting the portraits and symbols.
Explain today’s learning goal: exploring why these figures are honoured and how banknotes connect to Australia’s identity.

2. Exploration Activity (20 minutes)

Group Work: Divide students into small groups (4-5 per group).
Assign each group a different Australian banknote featuring a notable figure.
Provide fact sheets about each figure’s life and contribution to Australia’s development (e.g., Mary Gilmore - poet and advocate, John Flynn - founder of Royal Flying Doctor Service, Banjo Paterson - bush poet, Edith Cowan - first female member of Parliament).
Task: Students read the facts and discuss the significance of their figure. What did they do? Why are they important to Australians today? How does their story connect to Australia’s journey to Federation?
Groups complete a worksheet with questions:
Who is this person?
What did they contribute to Australia?
Why do you think they were chosen to be on money?
Students draw a small image representing something important about their figure or achievement.

3. Sharing and Discussion (15 minutes)

Each group presents their figure to the class using their drawing and notes.
Teacher facilitates a class discussion on:
How these figures contribute to Australian identity.
What similar values or ideas do the figures represent?
How does money as a symbol represent more than just currency? (E.g., national pride, history, diversity)
Introduce the idea of symbols and identity as central to learning about history and Federation.

4. Reflection and Consolidation (10 minutes)

Individually, students write a short paragraph or sentence responding to the prompt:
"Why do you think Australia’s banknotes have these people on them? What can money tell us about our country’s story?"
Optionally, students can illustrate their ideas or create a ‘new banknote’ design featuring someone they believe is a noteworthy Australian and explain why.

5. Conclusion and Assessment (5 minutes)

Summarise key learning points.
Collect worksheets and reflections for formative assessment.
Provide positive feedback on student presentations and understanding.

Assessment Opportunities

Observation of group discussions to assess collaborative historical inquiry.
Review worksheets and written reflections to evaluate understanding of notable Australians and their significance.
Check drawings and explanations for engagement and creativity linked to historical comprehension.
Use questioning during sharing to assess oral communication and depth of historical insight.

Differentiation Strategies

Provide simplified fact sheets or more detailed biographies to suit individual reading levels.
Allow oral presentations or video recording for students needing alternative communication forms.
Support students with writing frames for reflections.
Encourage peer assistance and use of visual prompts.

Extension Ideas

Invite students to investigate other Australian symbols featured on currency (e.g., native animals, plants).
Research the history of Australian currency design and changes since Federation.
Conduct a classroom debate on who else might deserve recognition on Australian banknotes.

This lesson integrates the NSW History curriculum emphases on significant people and places, inquiry skills, and understanding history as part of identity formation. It aims not only to build knowledge about Australia's journey to Federation but also to develop critical thinking about how history is represented and remembered in everyday objects like money. This approach engages Year 5 learners practically and reflectively within a 60-minute timeframe.