Prep to Year 2 unit overview for multiple year levels
Australian Curriculum: History
DRAFT
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.
School name
Conceptual thread
Unit title
Year levels
Duration of unit
Our school
Examining the experiences of people in the past
Exploring my local community
Prep to Year 2
10 hours
Unit outline
Children explore how family events are remembered and how stories about families are communicated. They explore present and past family life and identify
significant personal and family events. Children explore the heritage or cultural value of a historical site in the school or local community. Children describe the
past, present and future using terms indicating time.
The key inquiry questions for the unit are:
Prep
• What stories do other people tell about the past?
•
How can stories of the past be told and shared?
Year 1
• How can we show that the present is different from or similar to the past?
Year 2
• What aspects of the past can you see today? What do they tell us?
•
What remains of the past are important to the local community? Why?
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Identify curriculum
Content descriptions to be taught
Historical Knowledge and Understanding
Historical Skills
Prep
 How the stories of families and the past can be
communicated, for example through
photographs, artefacts, books, oral histories,
digital media, and museums (ACHHK004)
Prep to Year 2
Year 1
 How the present, past and future are signified by
terms indicating time such as ‘a long time ago’,
‘then and now’, ‘now and then’, ‘old and new’,
‘tomorrow’, as well as by dates and changes that
may have personal significance, such as
birthdays, celebrations and seasons
(ACHHK029)
Year 2
 The history of a significant person, building, site
or part of the natural environment in the local
community and what it reveals about the past
(ACHHK044)
 The importance today of an historical site of
cultural or spiritual significance; for example, a
community building, a landmark, a war memorial
(ACHHK045)
Chronology, terms and concepts
 Sequence familiar objects and events
(ACHHS015) (ACHHS031) (ACHHS047)
 Distinguish between the past, present and future
(ACHHS016) (ACHHS032) (ACHHS048)
General capabilities and cross-curriculum
priorities


Historical questions and research
 Pose questions about the past using sources
provided (ACHHS017) (ACHHS033)
(ACHHS049)
Analysis and use of sources
 Explore a range of sources about the past
(ACHHS018) (ACHHS034) (ACHHS050)
 Identify and compare features of objects from the
past and present (ACHHS019) (ACHHS035)
(ACHHS051)
Perspectives and interpretations
 Explore a point of view (ACHHS020)
(ACHHS036) (ACHHS052)
Explanation and communication
 Develop a narrative about the past (ACHHS021)
(ACHHS037) (ACHHS053)
 Use a range of communication forms (oral,
graphic, written, role play) and digital
technologies (ACHHS022) (ACHHS038)
(ACHHS054)




Literacy
Participate in group and class discussions
about stories of the past using oral interaction
skills or an historical retelling of an event
Numeracy
Describe patterns in the world around them
by ordering important events in a time
sequence and using the language of time (to
describe events)
ICT capability
Use ICT to identify, record, group and classify
textual and graphic information to show what
is known
Critical and creative thinking
Compare and contrast and pose questions
about points identified within information
gathered
Personal and social capability
Use strategies to work with partners and
within small groups
Intercultural understanding
Note that events of personal significance may
differ according to children’s cultural
backgrounds
Aboriginal and Torres Strait Islander
histories and cultures
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Prep to Year 2 unit overview for multiple year levels Australian Curriculum: History
Identify curriculum

Engage with the oral traditions, painting and
music of Aboriginal and Torres Strait Islander
peoples and recognise that the past is
communicated through stories passed down
from generation to generation
Asia and Australia’s engagement with
Asia


Explore the importance of family and identify
historical sites of significance to peoples from
Asia
Sustainability
Discuss why a particular site has
heritage/cultural value for present generations
Historical Understandings
This unit provides opportunities for students to develop historical understandings particularly focused on the key concepts of:
☒ Cause and effect
☒ Continuity and change
☒ Perspectives
☒ Empathy
☒ Significance
The relationship between a
factor or set of factors
(cause/s) and consequence/s
(effect/s). These form
sequences of events and
developments over time.
Continuities are aspects of the
past that have remained the
same over certain periods of
time. Changes are events or
developments from the past
that represent modifications,
alterations and
transformations.
A point of view or position
from which events are seen
and understood, and
influenced by age, gender,
culture, social position and
beliefs and values.
An understanding of the past
from the point of view of the
participant/s, including an
appreciation of the
circumstances faced, and the
motivations, values and
attitudes behind actions.
The importance that is
assigned to particular aspects
of the past, such as events,
developments, movements
and historical sites, and
includes an examination of
the principles behind the
selection of what should be
investigated and
remembered.
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Identify curriculum
Prep
By the end of the Foundation year, students identify similarities and differences between families. They recognise how important family events are
commemorated.
Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.
Year 1
By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe
personal and family events that have significance.
Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical
and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.
Year 2
Achievement standard
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have remained the same.
They describe a person, site or event of significance in the local community.
Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources provided (physical, visual,
oral) to answer these questions. They compare objects from the past and present. Students develop a narrative about the past using a range of texts.
Links to other learning areas
There is the possibility of linking the concepts and content in this unit to the remainder of the SOSE Essential Learnings content required to be taught.
In the Australian Curriculum: English
Prep
 Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that
stories and informative texts have different purposes (ACELA1430)
 Deliver short oral presentations to peers (ACELY1647)
Year 1
 Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and
details such as when, where and how (adverbs) (ACELA1452)
 Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
Year 2
 Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
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Prep to Year 2 unit overview for multiple year levels Australian Curriculum: History
In the Australian Curriculum: Science
Years 1 and 2
 Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) (ACSIS037)
 Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing
information sources (ACSIS025) (ACSIS038)
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Assessment
Assessment overview
Children are given opportunities to demonstrate their knowledge, skills and understanding through both formative and summative assessment. The assessment is
collated in individual assessment folios and allows for ongoing feedback to children on their learning.
Teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted.
The teaching and learning experiences throughout the term provide opportunities for children to develop the understanding and skills required to complete these
assessments. As children engage with these learning experiences, the teacher can provide feedback on specific skills.
Describe the assessment
Assessment date
Guided research: Presentation (Multimodal)
The purpose of this assessment is to make judgments about children’s
abilities to research, collect, analyse and draw conclusions about historical
sources.
Weeks 14–16
Prep to Year 2
Teachers and children collaborate to gather and record information and
create a multimodal presentation related to the concepts, content and
contexts of the unit.
Prep
 Presentation about families and the past and the way stories are
communicated
Make judgments
Teachers gather evidence to make judgments about the
following characteristics of children’s work:
Prep
Understanding
 identification of the communication and
commemoration of family events
Skills
 communication of stories relevant to personal
histories, using a multimodal presentation
Year 1
 Presentation about significant personal dates and changes, using terms
denoting time
Year 1
Understanding
 description of personal and family events related to
time
Skills
 communication of stories relevant to life in the past,
using a multimodal presentation
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Prep to Year 2 unit overview for multiple year levels Australian Curriculum: History
Assessment
Year 2
Presentation about the history of a significant person, building or site and
what it reveals about the past
Year 2
Understanding
 description of persons, events or sites with
significance to the local community
Skills
 communication using terms denoting time and the
passing of time in a multimodal presentation
For further advice and guidelines on constructing guides to
making judgments refer to the Learning area standard
descriptors: www.qsa.qld.edu.au
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Teaching and learning
Supportive learning environment
Teaching strategies and learning experiences
Group work allows flexibility for children to revise or extend learning according to
individual needs, which caters for the needs of all learners.
Adjustments for needs of learners
Resources
Children:
Section 6 of the Disability Standards
for Education (The Standards for
Curriculum Development,
Accreditation and Delivery) states
that education providers, including
class teachers, must take
reasonable steps to ensure a
course/program is designed to allow
any child to participate and
experience success in learning.
The Disability Standards for
Education 2005 (Cwlth) is available
from: <www.ag.gov.au> select
Human rights and anti-discrimination
> Disability standards for education.
Children would benefit from
access to:
• a range of sources related to
stories of families and the past,
e.g. photographs, books, digital
media, artefacts
•
pose questions about family life, and people and places of local community
significance
•
identify and use terms indicating time to signify the past, present and future when
discussing family stories and significant events, people and historical sites
•
sequence events from the past and the present and share stories of these
significant dates and changes
•
explore and discuss what they know about the past, how they know about the past
and how they can learn more about the past and explore how stories of the past
may differ depending on who is telling the story
•
identify dates and events of personal significance from both the past and the
present and explore events that differ according to different cultural backgrounds
•
identify people and places of historical interest and significance in the local
community and, in consultation with Aboriginal and Torres Strait Islander people,
local sites, places and landscapes of significance to Aboriginal and/or Torres Strait
Islander peoples
•
investigate the history of a chosen person or place in the local community using a
range of sources and discuss and explain what the person’s history or the place
(site or landmark) reveals about the past
•
explore why the chosen person or place has heritage or cultural value for present
generations
•
explain and communicate information in a range of forms, including digital
technologies.
Prep to Year 2 unit overview for multiple year levels Australian Curriculum: History
•
a range of sources related to
significant people or places in
the local community, e.g.
books, newspapers, oral
histories, audio-visual material,
digital sources, letters,
photographs
Guest speakers
• a person with knowledge of
people and places of
significance in the local area,
including Aboriginal and Torres
Strait Islander perspectives.
Use feedback
Ways to monitor learning
and assessment
Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.
Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross
mark at key points to ensure consistency of judgments; and participate in moderating samples of children’s work at school or
cluster level to reach consensus and consistency.
Feedback to students
Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to
children on their strengths and areas for improvement.
Children reflect on and discuss with their teachers or peers what they can do well and what they need to improve.
Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple
opportunities for children to experience, practise and improve.
Reflection on the unit plan
Identify what worked well during and at the end of the unit, including:
 activities that worked well and why
 activities that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how
 common child misconceptions that need, or needed, to be clarified.
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