Presenting and Reflecting

Lesson 5: Presenting Findings and Reflecting on Learning

Unit: Ten Pound Poms Unpacked
Year: 5
Lesson Duration: 45 minutes
Class Size: 30 students
Location: Library setting
Teaching Approach: Guided Inquiry Process utilizing non-fiction books, internet sites, and videos for research

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WALT (We Are Learning To)

• Present our research findings on the Ten Pound Pom migration scheme clearly and confidently.
• Reflect on our learning journey and the new understandings developed.
• Give and receive constructive peer feedback.
• Self-assess our research and presentation skills.

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NSW Curriculum Links

History (Humanities and Social Sciences, Year 5)

Content Description:

• ACHHS102: Identify and describe the experiences of a significant group in Australia’s history, such as immigrants post World War II.
• ACHHS101: Pose questions about the past and locate and collect relevant information and data from primary and secondary sources.
• ACHHS104: Communicate their findings using appropriate historical terms and concepts.
• ACHHS106: Reflect on learning and compare different perspectives.

Achievement Standard:
By the end of Year 6:

• Students select and organise ideas and findings from sources, and use a range of relevant terms and conventions, to present descriptions and explanations.
• Students explain the causes and effects of migration to Australia post-Federation and evaluate different perspectives and historical interpretations .

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Success Criteria

Students will be able to:

• Deliver a clear presentation using researched facts about the Ten Pound Pom scheme.
• Use historical vocabulary relevant to post-war migration.
• Reflect verbally or in writing on what new knowledge they have gained.
• Provide meaningful feedback to peers using positive language.
• Complete a self-assessment highlighting strengths and next steps.

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Lesson Breakdown

Time	Activity	Details	Resources/Materials
0-5 mins	Introduction & Learning Intentions	Recap the Ten Pound Pom scheme and the purpose of today’s lesson: presenting and reflecting. Explain success criteria and roles for peer feedback.	Whiteboard with WALT and criteria
5-20 mins	Student Presentations	Students present their findings in small groups of 3-4 to manage time and encourage participation. Each student presents for ~3 minutes.	Students' research notes, presentation aids (posters, tablets, posters, or note cards)
20-30 mins	Peer Feedback	After each presentation, peers give feedback using "Two Stars and a Wish" (two positive comments + one suggestion). Teacher models one example first.	Feedback sheets, sentence starters on board
30-40 mins	Whole Class Reflection Discussion	Facilitate a discussion: What did we learn about the Ten Pound Pom scheme? How did our understanding change? What surprised us?	Guided questions prepared, chart paper for mind map
40-45 mins	Self-Assessment and Goal Setting	Students complete a self-assessment checklist focused on research skills, presentation skills, and reflection. Set one goal for future learning in History.	Self-assessment worksheet, pencils

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Differentiation Strategies

• Support for Diverse Learners:

  • Provide sentence starters and scaffolding for presentations and feedback.
  • Allow alternative presentation formats (e.g., illustrated posters, audio recordings).
  • Use buddy systems pairing stronger speakers with those who need confidence building.
  • Provide visual aids summarizing key facts to aid recall.

• Extension Activities for Advanced Learners:

  • Encourage deeper research into different migrant group experiences or outcomes post-arrival.
  • Present to a broader audience beyond the class (e.g., another year group or parents).
  • Create a reflective journal entry or blog post analyzing the impact of the Ten Pound Pom scheme on Australian society.
  • Research and compare this migration to other post-war migration schemes globally.

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Notes on Guided Inquiry

• This lesson follows the inquiry-based process where students present their curated information (from previous lessons using books, videos, websites).
• Emphasize evaluation of sources and perspectives in presentations and reflections.
• Encourage students to think critically about the scheme’s impact on migrants and Australia.

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Final Remarks

This lesson culminates the "Ten Pound Poms Unpacked" unit by empowering students to communicate historical research confidently and to reflect metacognitively on their learning process, aligning perfectly with the NSW History curriculum and guided inquiry pedagogy. The peer feedback and self-assessment components deepen critical thinking, collaboration, and self-regulation skills important for their development as historians and learners.

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If you need support materials (feedback rubrics, self-assessment templates) or ideas for interactive presentation formats, please let me know!