Lesson

Number

One

Two

Three

Curriculum Links
Economics and Business:
The difference between needs and wants,
and
how
they may differ between
individuals. (ACHEK001).
Resources can be natural (e.g. oil), human
(e.g. workers), or capital (e.g. machinery),
and how these are used to make goods and
services to satisfy the needs and wants of
present or future generations (ACHEK002).
Geography:
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
Geography:
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
History:
The patterns of colonial development and
settlement (e.g. geographical features,
climate,
water
resources,
transport,
discovery of gold) and how this impacted
upon the environment (e.g. introduced
species and the daily lives of the different
inhabitants) e.g. convicts, free settlers,
Aboriginal and Torres Strait Islander Peoples)
(ACHHK094).
Economics and Business
The difference between needs and wants,
and how they may differ between individuals
(ACHEK001).
Due to scarcity, choices need to be made
about how limited resources are used (e.g.
using the land to grow crops or to graze

How it links to the curriculum

Students are exposed to different

resources, including Gold.
There is a discussion on why
people mined the Gold (relating to
needs and wants).
There is also information in the
video about where the Gold Mines
are
located,
and
how
the
geography changed due to the
mining.

Students
will
gain
an
understanding of how the Gold
Mines drastically changed the
geography in different parts of
Australia.
They will also become aware of
how widespread the Gold Mines
were, with the use of the web
resource.
Students will also be required to
discuss the harsh conditions that
the miners were exposed to
during that time.

Students
will
gain
an
understanding of why the Pipeline
was required.
The
class
will
discuss
the
advantages of the Pipeline for the
Gold Rush.
Becoming aware of where the

Skills and general

capabilities relevant
to this lesson

Analysing
Communicating
and reflecting
All capabilities
covered

Communicating
and reflecting
All capabilities
covered

Analysing
Communicating
and reflecting
All capabilities
covered

Four

Five

cattle) (ACHEK001).
Geography
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
Economics and Business
The difference between needs and wants,
and how they may differ between individuals
(ACHEK001).
Resources can be natural (e.g. oil), human
(e.g. workers), or capital (e.g. machinery),
and how these are used to make goods and
services to satisfy the needs and wants of
present or future generations (ACHEK002).
Due to scarcity, choices need to be made
about how limited resources are used (e.g.
using the land to grow crops or to graze
cattle) (ACHEK001).
History
The patterns of colonial development and
settlement (e.g. geographical features,
climate,
water
resources,
transport,
discovery of gold) and how this impacted
upon the environment (e.g. introduced
species and the daily lives of the different
inhabitants) e.g. convicts, free settlers,
Aboriginal and Torres Strait Islander Peoples)
(ACHHK094).
The economic, social and political impact of
one significant development or event on a
colony and the potential outcomes created
by what if? scenarios (e.g. frontier
conflict; the gold rushes; the Eureka
Stockade; the Pinjarra Massacre; the advent
of rail; the expansion of farming; drought)
(ACHHK095).
Economics and Business
The difference between needs and wants,
and how they may differ between individuals
(ACHEK001).

Pipeline is located, and where it

runs to.

Students are positioned to make

decisions of what they need and
do not need to mine on the Gold
fields.
It also gives students an idea of
what it was like to have limited
food and supplies, as well as
working in the heat of Australia.
Students will
explore
where
people lived, and what the towns
looked like during the time of the
Gold Rush.
There is also information on how
people who did not go to the
mines made a living from the Gold
Rush.

This is the lesson where students

will visit the Perth Mint.
This excursion as parts from all of
the curriculum links, as it is all

Analysing
Communicating
and reflecting
All capabilities
covered

Analysing
Communicating
and reflecting
All capabilities

Six

Resources can be natural (e.g. oil), human

(e.g. workers), or capital (e.g. machinery),
and how these are used to make goods and
services to satisfy the needs and wants of
present or future generations (ACHEK002).
Due to scarcity, choices need to be made
about how limited resources are used (e.g.
using the land to grow crops or to graze
cattle) (ACHEK001).
Geography
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
History
The patterns of colonial development and
settlement (e.g. geographical features,
climate,
water
resources,
transport,
discovery of gold) and how this impacted
upon the environment (e.g. introduced
species and the daily lives of the different
inhabitants) e.g. convicts, free settlers,
Aboriginal and Torres Strait Islander Peoples)
(ACHHK094).
The economic, social and political impact of
one significant development or event on a
colony and the potential outcomes created
by what if? scenarios (e.g. frontier
conflict; the gold rushes; the Eureka
Stockade; the Pinjarra Massacre; the advent
of rail; the expansion of farming; drought)
(ACHHK095).
Civics and Citizenship
The key values that underpin Australias
democracy, including freedom, equality,
fairness and justice (ACHCK022).
Economics and Business
Due to scarcity, choices need to be made
about how limited resources are used (e.g.
using the land to grow crops or to graze
cattle) (ACHEK001).

relatable to the work that

students have completed prior,
and will be completing after the
excursion.
Students will expand their current
knowledge by having a handson/tangible experience of money
and how the Gold Rush impacted
Australias wealth.

Through studying the effects of

the Gold Rush on Australias
economy, students will expand
their knowledge of the scarcity of
supplies.

covered

Analysing
Communicating
and reflecting
All capabilities
covered

Seven

Eight

Geography
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
History
The patterns of colonial development and
settlement (e.g. geographical features,
climate,
water
resources,
transport,
discovery of gold) and how this impacted
upon the environment (e.g. introduced
species and the daily lives of the different
inhabitants) e.g. convicts, free settlers,
Aboriginal and Torres Strait Islander Peoples)
(ACHHK094).
The economic, social and political impact of
one significant development or event on a
colony and the potential outcomes created
by what if? scenarios (e.g. frontier
conflict; the gold rushes; the Eureka
Stockade; the Pinjarra Massacre; the advent
of rail; the expansion of farming; drought)
(ACHHK095).
Geography
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
Civics and Citizenship
The key values that underpin Australias
democracy, including freedom, equality,
fairness and justice (ACHCK022).

History
The patterns of colonial development and
settlement (e.g. geographical features,
climate,
water
resources,
transport,
discovery of gold) and how this impacted

Students will also have a greater

understanding
of
our
rich
resources available in Australia.

Students are given an opportunity

to immerse themselves into the
life of a miner through the diary
entry technique.
By having students create this
diary entry, they are expanding
their knowledge on how the
miners were effected by the Gold
Rush.
In the diary entry, students are
required to explain what the land
would have looked like at the
time.
Students are able to research and
develop a better understanding of
all the people involved in the Gold
Rush.
They will become aware that the

Communicating
and reflecting
Questioning and
researching
All capabilities
covered

Communicating
and reflecting
Questioning and
researching
All capabilities

upon the environment (e.g. introduced

species and the daily lives of the different
inhabitants) e.g. convicts, free settlers,
Aboriginal and Torres Strait Islander Peoples)
(ACHHK094).
Civics and Citizenship
The key values that underpin Australias
democracy, including freedom, equality,
fairness and justice (ACHCK022).

Nine

Economics and Business

Due to scarcity, choices need to be made
about how limited resources are used (e.g.
using the land to grow crops or to graze
cattle) (ACHEK001).
Geography
The way people alter the environmental
characteristics of Australian places (e.g.
vegetation,
clearance,
fencing,
urban
development, drainage, irrigation, farming,
forest plantation and mining) (ACHGK027).
History
The patterns of colonial development and
settlement (e.g. geographical features,
climate,
water
resources,
transport,
discovery of gold) and how this impacted
upon the environment (e.g. introduced
species and the daily lives of the different
inhabitants) e.g. convicts, free settlers,
Aboriginal and Torres Strait Islander Peoples)
(ACHHK094).
Civics and Citizenship
The key values that underpin Australias
democracy, including freedom, equality,
fairness and justice (ACHCK022).

miners were not the only people

involved in the Gold Rush; that it
effected many different people
around Australia.

This is the concluding lesson to

the Gold Rush.
Students have focussed on how
the Gold Rush impacted Australia
at the time, and quite little on
what happened to the Gold mines
following the Rush.
This lesson is an opportunity for
students to take an interest in the
Gold mines today, and how big of
a difference it is from when it was
thriving.
Students
will
discuss
the
difference in land and housing
compared to the time of the Gold
Rush.

covered

Analysing
Communicating
and reflecting
Questioning and
researching
All capabilities
covered