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Respect ~ Responsibility ~ Personal Best

History - a progression of learning

Watch this short video as Dr Kay Carroll explains the historical skills in the History K-10 syllabus.  The historical inquiry process is specific to the discipline of history and it requires the use of historical sources and evidence, looking at things like perspective and discussing and developing empathy with the period of time that is under investigation.

Early Stage 1
 Stage 1
 Stage 2
 Stage 3
By the end of Early Stage 1, students communicate stories of their own family heritage and the heritage of others. lick to edit text 
By the end of Stage 1, 
students identify change and continuity in family and daily life using appropriate historical terms. 
By the end of Stage 2, 
students explain how and why there has been change and continuity in communities and daily life. 


By the end of Stage 3,
 students describe and explain the significance of people, groups, places and events to the development of the Australian colonies and then Australia as a nation. 
They identify similarities and differences between families ...
They relate stories about their families' and communities' past and explore a point of view within an historical context. 
They identify traces of the past in the present and can explain their significance
They describe and explain different experiences of people living in the Australian colonies and then in Australia as a nation. 
 and recognise how important family events are commemorated.
They identify and describe significant people, events, places and sites in the local community over time. 
They identify celebrations and commemorations of significance in Australia and the world. 
Students identify change and continuity and describe the causes and effects of change in Australian society. 
 
Students describe the effects of changing technology on people's lives over time.


Students describe and explain how significant individuals, groups and events contributed to changes in the local community over time. 

Students explore the factors that led to Federation and trace experiences of democracy and citizenship over time, including the struggles of various groups for rights and freedoms including Aboriginal and Torres Strait Islander peoples. 
 
 
They describe people, events, actions and consequences of world exploration. Students identify the importance of Country to Aboriginal and Torres Strait Islander peoples and explain the impact of British settlement in Australia.
Students engage with global connections through stories of various migrant groups and their contribution to Australia's economic and social development.


 Students sequence familiar events in order and pose questions about their own and their family's past. 
Students sequence events in order, using a range of terms related to time. 
Students sequence key events and people in chronological order and identify key dates. 
Students sequence events and people in chronological order, and represent time by creating timelines. 
Students acquire information by direct observation, talking to others and by viewing, reading and/or listening to texts. 
 They pose questions about the past and use sources provided (such as physical, visual, oral) to answer these questions. 
  They pose a range of questions about the past, identify sources (such as written, physical, visual, oral) and locate information to answer these questions. 
  When researching, students develop questions to frame an historical inquiry. They locate, identify and use a range of sources to record relevant historical information to answer inquiry questions. 
 They identify and compare the features of objects from the past and the present. 
  They compare objects from the past and present. 
They recognise different points of view. 
They examine sources to identify and describe points of view.
Students relate a story about their past using a range of texts and language associated with time and change.
 Students develop a narrative about the past using a range of texts.


Students develop and present texts, including narratives, using historical terms.


Students develop texts, particularly narratives and descriptions. In developing these texts, and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.
  Assessment
 
 
 
 What will students do or produce to demonstrate understanding of key historical concepts, skills and processes?
What will students do or produce to demonstrate understanding of key historical concepts, skills and processes?
What will students do or produce to demonstrate understanding of key historical concepts, skills and processes?
What will students do or produce to demonstrate understanding of key historical concepts, skills and processes?

 Outcomes
 
 
 
 A student demonstrates developing skills of historical inquiry exploring stories of their own family heritage and the heritage of others communicating their understanding through an appropriate mode.






A student demonstrates skills of historical inquiry using appropriate historical terms to build an understanding of change and continuity in family life , identify and describe significant people, events, places and sites in the local community over time, describe the effects of changing technology on people's lives over time communicating their insights and understanding through an appropriate mode.

A student applies the skills of historical  inquiry to  identify celebrations and commemorations of significance in Australia and the world, describe and explain how significant individuals, groups and events contributed to changes in the local community over time, describe people, events and actions related to world exploration and its effects, describe and explains effects of British colonisation in Australia communicating their insights and understanding through an appropriate mode.

A student applies a variety of skills of historical inquiry to describe and explain the significance of people, groups, places and events to the development of Australia, describe and explain different experiences of people living in Australia over time, identify change and continuity and describes the causes and effects of change on Australian society, describe and explain the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples communicating their insights and understanding through an appropriate mode.

Concepts                   HTe-1
Skills and processes  HTe-2 
HT1-1  HT1-2  HT1-3 
HT1-4
HT2-1  HT2-2  HT2-3 HT2-4
HT2-5
HT3-1  HT3-2  HT3-3  HT3-4  
HT3-5 

Backwards mapping from outcomes

Students engage with the content (knowledge, understanding and skills) of the process of geographical inquiry (see above).  To plan a sequence of learning start with the end in mind. Use the outcomes to design a summative task that will require students to learn new knowledge, understanding and skills to achieve. DOWNLOAD this template to assist you and remove the text as you respond to each section. Keep your unit short to begin with as you become familiar with the syllabus.

Differentiated Learning

A conceptual approach to learning means that teachers can teach the same concept within and across stages. This provides the flexibility teachers need to respond to differentiate the learning program according to the

  • instructional needs of students (i.e. where they are now and where to next in learning)
  • interests of students 
  • learning profile, preferences, learning needs of students.

The conceptualskills, tools continuums allow teachers to be more precise in determining where students are now and where to next in their learning. Teachers can use the various continuums to increase or decrease the challenge of tasks according to the needs of their students. This approach supports a "growth' mindset where all students are expected to learn and all students experience progress in their learning and the achievement that comes with continuous progress. The stage statements,  outcomes and continuums provide the basis for assessment of, for and of learning. They provide a common language and framework for both professional dialogue and student goal setting and feedback

Designing units and sequences of learning

Pre-prepared units of learning can be used as a starting point for planning a learning program responsive to the needs of the students in your learning context. To adapt these units be sure they are aligned with the appropriate BOSTES History outcomes. Check out this site for more resources.

 
 
 
Early Stage 1
Personal and Family Histories
  Stage 1
The Past in the Present
Present and Past Family Life
  Stage 2
Community and Remembrance
 

  Stage 3
The Australian Colonies
Australia as a Nation
First Contact, Exploration and Colonisation