You are on page 1of 4

Year Two

Unit Overview Australian Curriculum


Unit Title

Learning Areas: History & Geography


Duration

CONNECTEDNESS

6 WEEKS
Unit Outline

Our unit is focusing on connectedness, which incorporates history and geography from the year
two curriculum. It focuses on the connections that people encompass in the past and present. The
unit consists of investigation of historical sites in the local and national community, and the
importance of these sites to our community. The unit heavily focuses on Indigenous and Torres
Strait Islander people, and their connections in the past and present to the land, sea and animals.
Key Inquiry Question/s
Please see inquiry model table
Student prior knowledge:
Students in grade one have previously not encountered connectedness. Students are familiar with
the term place as in grade one they have identified and described features of places (Australian
Curriculum, 2015). Prior to grade two students have not specifically learnt about Indigenous and
Torres Strait Islander communities, it may have been incorporated in the cross curriculum
priorities, as this is essential to incorporate in each year level.
Identify Curriculum: Strands and Content descriptors to be taught.
Historical
Historical skills
Geographical
Geographical Inquiry
Knowledge and
Knowledge
and Skills
Understanding
and
Understanding
Chronology, terms and
Observing,
concepts
questioning and
Distinguish between the past,
planning
present and future
Pose geographical
(ACHHS048)
The ways in
questions about familiar
which
and unfamiliar places
The importance
Historical questions and
Aboriginal and (ACHGS013)
today of an
research
Torres Strait
historical site of
Communicating
cultural or spiritual
Pose questions about the past Islander
Peoples
Present findings in a
significance; for
using sources provided
maintain
range of communication
example, a
(ACHHS049)
special
forms, for example,
community building,
Analysis
and
use
of
sources
connections to written, oral, digital and
a landmark, a war
particular
visual, and describe the
memorial
Explore
a
range
of
sources
Country/Place
direction and location of
(ACHHK045)
about the past. (ACHHS050)
(ACHGK100)
places, using terms such
as north, south,
Identify and compare features
opposite, near, far
of objects from the past and
(ACHGS017)
present (ACHHS051)
Perspectives and
interpretations
Explore a point of view
(ACHHS052)
Explanation and

Reflecting and
responding
Reflect on their learning
and suggest responses
to their findings
(ACHGS018)

communication
Develop a narrative about the
past (ACHHS053)
Elaboration
- describing a significant
person or place from their
communitys past (for
example a short report on a
building of significance
describing when, where, why,
who built it, and why it is
valued; or a biography on a
significant individual)
Year Level Description
Year 2 History:
The Past in the Present
The Year 2 curriculum provides a study of local history. Students explore, recognise and
appreciate the history of their local area by examining remains of the past and considering why
they should be preserved.
The content provides opportunities to develop historical understanding through key concepts
including continuity and change, cause and effect, perspectives, empathy and significance.
These concepts may be investigated within a particular historical context to facilitate an
understanding of the past and to provide a focus for historical inquiries.
Year 2 Geography:
People are connected to many places further develops students understanding of place, as they
learn that places may be defined differently by diverse groups of people. Students are introduced
to the concept of scale as they learn about the hierarchy of scale by which places are defined from smaller rural villages to larger cities. Students understanding of the concept of
interconnection is developed by investigating their links with places locally and globally and the
connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place. The
concept of space is developed through an investigation of the influence of distance and
accessibility on the frequency of visits to places. Students mental map of the world and their
understanding of place are further developed through learning the major geographical divisions on
Earth and where they are located in relation to Australia.
The inquiry process provides opportunities for students to identify various regions of the world and
explore connections between themselves and other places.
Links to other learning areas
English / Year 2 / Literacy / Creating texts / ACELY1671
Create short imaginative, informative and persuasive texts using growing knowledge of text
structures and language features for familiar and some less familiar audiences, selecting print and
multimodal elements appropriate to the audience and purpose
Year Level Achievement Standard
Year 2 History:
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.
Year 2 Geography:
By the end of Year 2, students identify the features that define places and recognise that places
can be described at different scales. They describe how people in different places are connected
to each other and identify factors that influence these connections. Students recognise that the
world can be divided into major geographical divisions. They explain why places are important to
people.
Students pose questions about familiar and unfamiliar places and collect information to answer
these questions. They represent data and the location of places and their features in tables, plans
and on labelled maps. They interpret geographical information to draw conclusions. Students
present findings in a range of texts and use simple geographical terms to describe the direction
and location of places. They suggest action in response to the findings of their inquiry.
General capabilities and cross curricula priorities
Literacy
Numeracy
ICT competence
Critical and creative thinking
Ethical behaviour
Personal and social competence
Intercultural understanding
Aboriginal and Torres Strait Islander histories and cultures
ASIA

Asia and Australias engagement with Asia

SUST

Sustainability

Please see each individual lessons for further clarification

Assessment

Assessment of
learning

The final piece of assessment for the unit is a summative piece.


Students are required to complete a concept map and information report
which details the connectedness that Indigenous Australians have to
particular historical site. The students are provided with a number of
choices to assist in choosing a historical site they wish to investigate.
The students are evaluated against an assessment rubric.

Throughout the unit there are multiple opportunities for assessment for
learning, which can assist the educator to reflect and alter their planning
for differentiating further lessons:

Assessment for
learning

Assessment as
learning

Venn diagram: Students create a Venn Diagram that will be


assessed on. They will their record the similarities & differences
of the past & present context of the school, in conjunction with
their entry in their learning journal for the lesson.
Digital Resource: Students are researching and creating a digital
poster showing their knowledge in why landmarks are important
to their local community.
Mind map: Students will be assessed on their understanding of
totems through their mind-maps and totems developed in class; it
provides an opportunity to demonstrate understanding of lessons
content.
Learning Journal: After each lesson students will uniquely
answer the inquiry question that the teacher has proposed.
Self-Checklist: Students will be provided a self-checklist to
scaffold their thinking in the summative assessment task. This will
allow the students and the educator to monitor their learning and
progression and identify any misunderstandings.

You might also like