History
In Years 3 & 4 approximately 20 hours of teaching time is allocated to History per semester. This semester allocation may be spread across one or two terms at the discretion of the teaching team.
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Year 3
Time to Remember
How and why do people choose to remember events of the past? Students consider days and weeks that are celebrated in Australia to commemorate events of the past. Beginning with Australia Day, and including celebrations from diverse backgrounds (such as Chinese New Year) the class curates information about the symbols and customs associated with various special days. Students create a calendar throughout the year as they learn about different celebrations. Time to Remember Students create a calendar throughout the year as they learn about different celebrations. Australia Day, Chinese New Year Easter |
Who lived here first and how do we know?
Students develop an appreciation of the importance of Country and Place to Aboriginal peoples who belong to our local area. They investigate a range of sources including photographs, documentaries, oral histories, early written accounts and maps to look for evidence of the original inhabitants of this land. They notice features of our local community’s heritage that have been lost, retained or reinstated. They develop an understanding of the importance of remembering and maintaining local indigenous heritage for both Indigenous and non-indigenous Australians. Time to Remember Students create a calendar throughout the year as they learn about different celebrations. Mothers Day, World Refugee Day |
Moving through Time
Students locate information from a variety of sources including a visit to the Ipswich Workshops Rail Museum, and develop an understanding of the changes and continuities in transport in Queensland. They sequence key events and people to create a timeline of the history of transport with a particular focus on trains. The Moving Through Time website contains resources to support this unit. Time to Remember Students create a calendar throughout the year as they learn about different celebrations. NAIDOC Week, Book Week, Father’s Day |
History Mysteries
Students take on the role of historical investigators to uncover some mysteries within the community. (e.g. Why is Brisbane called Brisbane? Who is Carmody Court named after? Who do we remember on Remembrance Day?). They learn about the contribution of individuals and groups to our community and consider how we remember them. Time to Remember Students create a calendar throughout the year as they learn about different celebrations. Simchat Torah, All Saints Day, Christmas |
Year 4
Australia's first people
Students explore the diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. Students will investigate the Pre-contact Aboriginal culture, focusing on clan/family life, weapons, hunting and gathering, roles, responsibilities, rules and sustainability.(ACHHK077) |
Who discovered Australia? (based on Australian History Mysteries unit)
Students use historical evidence to determine who discovered Australia as they investigate the journeys of world navigators, and traders up to the late eighteenth century, including their contacts with other societies and any impacts. Students will track the journey of early explorers, identifying their purpose, successes/ failures, and what was learnt from their treks. Timelines will be used to help understand the paths followed. One or two explorers will be studied in detail (Hartog, Dampier)(ACHHK078) |
1788: Was life the same for everyone?
Students examine the journey of Captain Cook in the 1770s and events leading up to the arrival of the First Fleet. They explore stories of the First Fleet, including reasons for the journey, who travelled to Australia, and the experiences following arrival from different perspectives. (ACHHK079) |
First Contacts
Students consider the nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment. Students will view the two perspectives of the cultural groups at time of contact. They will develop an understanding that each perspective acted based on their cultural backgrounds. Students will identify elements of conflict and reconciliation.(ACHHK080) |