Year+4+History+Scope+and+Sequence

Year 4 - First Contacts

What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans? Why did the Europeans settle in Australia? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers? || 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. The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. · 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 || ===== __Chronology, terms and concepts__  ===== Sequence historical people and events Use historical terms
 * **Description** ||  **Key Inquiry Questions**  ||  **Historical Knowledge and Understanding**  ||  **Historical Skills**  ||  **Achievement Standard**  ||
 * The Year 4 curriculum introduces world history and the movement of peoples. Beginning with the history of Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation in Australia and throughout the world up to the early 1800s. Students examine the impact of exploration on other societies, how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity. || Why did the great journeys of exploration occur?

__Historical questions and research__
Pose a range of questions about the past

__Perspectives and interpretations__
Identify different points of view

__Explanation and communication__
Develop historical texts, particularly narratives Use a range of communication forms (oral, graphic, written) and digital || By the end of Year 4, students place some of the key events and people they have studied in chronological sequence and they create simple timelines. Students pose questions about the past and locate relevant information from a range of historical sources. Students use a range of historical sources to examine the reasons for and impact of historical events. They use sources to identify different points of view in the past and the motivations of individuals and groups. Students explain the [|significance] of events in bringing about change. Students compose historical texts, including narratives, using appropriate historical [|terms]. They present their information using a range of communication forms (written, spoken, visual). ||