Exhibition Day Preparation

Lesson Overview

Students will organise and finalise the exhibition space for their "Experiencing World War 1" unit exhibition. This session focuses on collaboration, spatial organisation, and preparing final touches to display their work effectively. Tasks will be assigned based on individual strengths to ensure all students contribute meaningfully. Students will also begin drafting invitations for attendees, extending their communication skills.

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Curriculum Alignment

Year 9 Humanities and Social Sciences (HASS)

• Historical Knowledge and Understanding
• Explain the causes and effects of world events such as World War 1, and analyse different perspectives. - Inquiry and Skills
• Plan and present findings in a structured exhibition, communicating arguments and perspectives historically and socially. - Work collaboratively to organise and present group projects. - Communicating and Reflecting
• Communicate ideas effectively using relevant and engaging presentations tailored to an audience. ---

Learning Objectives

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

• Organise the exhibition space effectively considering flow, clarity, and accessibility.
• Finalise their contributions and collaborate to ensure a coherent and engaging exhibition.
• Create invitations to invite other students, staff, and family members to the exhibition.
• Demonstrate teamwork by assigning and completing tasks suited to individual strengths.

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Success Criteria

• The exhibition space is organised clearly with appropriate signage, displays, and flow.
• Each student completes their assigned task relating to exhibition setup.
• Invitations are drafted and include all necessary details for the event.
• Students demonstrate respectful collaboration and contribution to team objectives.

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Lesson Activities

Time	Activity	Description	Differentiation	Dyslexia-Friendly Strategies	Extension
10 mins	Introduction and Task Allocation	Teacher outlines objectives and success criteria. Students discuss and assign tasks based on individual strengths (e.g., visual design, oral communication, organisational skills).	Provide task choice options for students to select based on their strengths and preferences.	Use a clear, colour-coded task board with icons for each role.	Students who finish quickly prepare a plan for the invitation design template.
25 mins	Exhibition Space Organisation	Students physically arrange displays, posters, artifacts, and digital elements. Focus on visitor flow, visibility, and logical sequence of exhibits. Teacher and aides provide support for those needing guidance.	Buddy support for students with ADHD or dyslexia to stay on task. Use step-by-step checklist printed on coloured paper for tasks.	Visual layout maps of the exhibition space with images and text. Provide labelled examples of signage and display organisation.	Students with leadership skills oversee sections and assist peers with spatial planning or design choices.
15 mins	Invitation Development	Tasked groups draft invitation content including date, time, location, and purpose. Emphasis on clear communication and appealing language.	Sentence starters and invitation templates provided. Use speech-to-text tools if needed.	Use a dyslexia-friendly font in invitations, with bullet points and simple layout.	Design a digital invitation using software (e.g., Canva or PowerPoint) for a professional look.
5 mins	Review and Reflect	Quick group reflection on progress and any challenges. Check all tasks are on track for completion by next lesson (exhibition day).	Use a visual 'traffic light' system for students to identify if they feel confident (green), uncertain (yellow) or need help (red).	Verbal reflection option and short written template with visual prompts.	Reflect on how effective the team worked and propose improvements for future group projects.

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Resources

• Visual layout maps of the exhibition space (dyslexia-friendly, high contrast)
• Task checklist sheets with icons
• Printed invitation templates and sentence starters
• Coloured paper and markers for signs
• Digital devices for invitation design (optional)
• Speech-to-text software or apps for students who require assistance

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Differentiation Strategies

• Task Choice: Allow students to pick tasks suited for their skills, e.g., creative design, writing, organising, or speaking.
• Support: Buddy system, scaffolding with checklists, and visual aids for students with ADHD or dyslexia.
• Alternative Outputs: Oral invitations or posters for students challenged by writing.
• Chunking: Break tasks into manageable steps with frequent check-ins.

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Extension Activities for Advanced Learners

• Design digital invitations incorporating multimedia elements.
• Take a leadership role orchestrating the exhibition setup.
• Write a short speech or presentation to welcome attendees on exhibition day.
• Research and add an additional artefact or information panel to enrich the exhibition.

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This lesson maximises student agency and collaboration while providing a supportive, dyslexia-friendly environment. It encourages skills in communication, critical thinking, spatial awareness, and teamwork in line with the Australian Curriculum Humanities and Social Sciences Year 9 standards.