This is an integrated unit that focuses upon learning and working as a team. In this unit, students learn about life aboard a 19th century sailing ship. Students role play the journey from England to Australia on a convict transport ship in the year 1813. Working in teams, they adopt the role of the captain, the navigator, the cook or the surgeon. They explore and evaluate the contribution these key crew members make to a successful and safe journey, and they research the issues faced by each member. They learn about decision making processes in this setting and compare those processes to the way society operates today. As they work together to solve the challenges that are presented to them, they learn the importance of cooperating as a team, and the value of the specialised skills that each key member brings to the team.
As evidence of their responses to the curriculum framing questions, students will design and produce a range of products including personal logs, charts, inventories, instrument kits and other artefacts. During and at the conclusion of the “journey” students will present their reflections on the curriculum framing questions i) using a KWHL ii) through individual contributions to a class 1813 Wiki*, iii) the construction of various learning products and iv) use the online Seeing Reason Tool to demonstrate their understanding of the relationship between their particular role and the success of the “journey” and, iv) showcasing artefacts from their “journey”.
View how assessment is used in this unit plan. These assessments help students and teachers set understandable goals, monitor student progress, provide feedback, assess thinking, performance and products and reflect on learning throughout the activities.
Students’ Prior Knowledge
Teachers’ Professional Learning
This unit incorporates
Ask students to find out what they can about life aboard an early 19th century sailing ship and convict transportation and to bring their findings to class for the beginning of the unit.
Seeing Reason Elements
Seeing Reason Project Name:
Exploring the importance of working in a professional team.
Project Description (for the Seeing Reason workspace):
Working in teams can significantly increase the likelihood of success and minimise risks. On a ship in 1813 the captain was in charge. However, he worked in a team that consisted of experts in different fields. Arriving at their destination, and safely achieving the aims of the voyage, required the cooperation of everyone. Each person, the captain, the navigator, the ship’s surgeon and the cook, all contributed in different ways to the success of the voyage. Use the Seeing Reason Tool to create a cause-effect map that explores the contribution that each of these persons made to the success of the voyage. For each role, list the skills they bring to the team and show how these increase or decrease the risks or assure the success of the voyage. Be sure to add comments explaining why you think each factor is important and include any links between your factors.
Research Question (For the Seeing Reason workspace):
How do we decide to take risks? (UQ)
Practice Map (For your future quick reference)
Teacher ID: athwaites
Practice Team ID 1: 1813A
Practice Team ID 2: 1813B
Practice Team ID 2: 1813C
Practice Team ID 2: 1813D
Practice Team ID 2: 1813E
(Students should work in their ship teams for this activity.)
Students with Special Needs
English as a Second Language (ESL) Students
Alan Thwaites participated in the Intel® Teach Program, which resulted in this idea for a classroom project. A team of teachers expanded the plan into the example you see here.
© State of Victoria 2007
Alan Thwaites attended an Intel® Teach Essentials course and provided the idea for this portfolio. A team of teachers expanded the project. Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale. Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education, 2 Treasury Place, Melbourne, VIC, 3002The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.
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Year Levels: 7 & 8 (Level 5, Victorian Essential Learning Standards)
Subjects: English, Mathematics, Humanities, Information and Communications Technology, Thinking Processes, Interpersonal Development
Time Needed: 10 – 12 weeks x 100 minutes per week. First 2 weeks of term, 2 x 100 minutes per week will be preferable.