Year+3+History+Scope+and+Sequence

Year 3 - Community and Remembrance

**Standard** || Moving from the heritage of their local area, students explore the historical features and diversity of their community as represented in symbols and emblems of [|significance], and celebrations and commemorations, both locally and in other places around the world. || Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community? How and why do people choose to remember significant events of the past? || · The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group) · ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life · The role that people of diverse backgrounds have played in the development and character of the local community · Days and weeks celebrated or commemorated in Australia (including Australia Day, [|Harmony Week], [|ANZAC Day], NAIDOC week) and the importance of symbols and emblems · Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan || ===== __Chronology, terms and concepts__ ===== Sequence historical people and events Use historical terms
 * **Description** || **Key Inquiry Questions** || **Historical Knowledge and Understanding** || **Historical Skills** || **Achievement**
 * The Year 3 curriculum provides a study of identity and diversity in both a local and broader context.

__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 technologies || By the end of Year 3 students place some key events and people they have studied in chronological sequence using timelines. Students pose questions about the past and locate relevant information from different historical sources. They identify traces of the past in the present and can explain their [|significance]. Students use historical sources to compare key aspects of the past with the present. They identify and explain important changes and continuities over time. Students explain the [|significance] of people and events to the development of a community. Students compose historical texts, including narratives, using appropriate historical [|terms]. They present their information using a range of communication forms (written, spoken, visual). ||