Part A: Selection of Content, Skills and Outcomes.

1) State reference the selected Content for the inquiry sequence.

Stage 2: Community and Remembrance
The role people of diverse backgrounds have played in the development and character of
the local community (ACHHK002)

Students will:
- Identify the various cultural groups that live and work in the local community.

2) In the table below, list two outcomes to be addressed in the inquiry sequence.
Stage 2: History Syllabus K-10 (NESA, 2021)
HT2-1 identifies celebrations and commemorations of significance in Australian and
around the world.

HT2-5 applies skills of historical inquiry and communication

3) Skill
Stage Comprehension: Analysis and Perspectives and Empathetic Research Explanation and
chronology, terms use of sources Interpretations Understanding Communication
and concepts
Students
2 • respond, read and
write to show • locate • identify different • explain how and • pose a range • develop texts,
understanding of relevant points of view why people in the of questions particularly
historical matters information within an past may have about the past narratives
• sequence familiar from sources historical context lived and behaved • plan an • use a range of
people and events provided differently from historical communication
• use historical today inquiry forms (oral,
terms graphic, written)
and digital
technologies
3 • respond, read and • locate
write to show information • identify different • explain why the • identify and • develop historical
understanding of relevant to points of view in behaviour and pose texts, particularly
historical matters inquiry the past and attitudes of people questions to narratives and
• sequence questions in a present from the past may inform an descriptions, which
historical people range of differ from today historical incorporate source
and events sources inquiry material • use a
• use historical • compare • identify and range of
terms and concepts information locate a range communication
from a range of of relevant forms (oral,
sources sources to written, graphic)
support an and digital
historical technologies
inquiry

4) Concept

Stage Continuity and Cause and effect Perspectives Empathetic Significance Contestability
change Understanding
Students
2 • changes and
continuities due • reasons for a • different • how and why • the importance and
to British particular points of view people in the past meaning of national
colonisation of historical within an may have lived commemorations
Australia development, eg historical and behaved and celebrations, and
journey of the context, eg a differently from the importance of a
First Fleet British and an today person or event
Aboriginal
perspective on
the arrival of the
British in
Australia
3 • aspects of • some causes
both continuity and effects of an • different • why behaviour • the importance of • historical
and change in historical event points of view and attitudes of the contributions of events or issues
Australian or development, in the past and people from the individuals and may be
society over eg migration to present, eg past may differ groups to their times interpreted
time attitudes from those of differently by
towards today historians, eg
Federation British ‘invasion’
or ‘settlement’
Part B – The ACTIVE Model: Inquiry Sequence

1. Inquiry Question

How do the Australian Indigenous communities commemorate and/or celebrate significant

events in their culture, and why?
2. Answer being sought?

The Australian Indigenous communities have a variety of ways that they celebrate and/or
commemorate that are different to the traditional White Australian days. Examples of these
include:
- Anniversary of National Apology Day 13th February.
- National Sorry Day 26th May
- Mabo Day 3rd June
The importance of these events for Indigenous culture allows for history to be preserved, the
passing down of values and knowledge between generations and not allow the past to be
forgotten. It allows the Indigenous communities to reflect on their historical identity and
work towards making a better future for the next generations.
3. The Table
Theoretical purpose(s) of each level Teaching and Learning activities
Activate Hook: Using an indigenous language map
Teacher uses an information source and students will locate an area on the map and
questioning to activate prior knowledge and identify the language in that area. Students
gets students interested in question focus. will then tune into a short documentary
about the Significance of Australia Day.
Inquiry questions explicitly introduced. Whole class discussion about what was
noted from the Indigenous Australia
Information Source: viewpoint.
Change the Date (ABC News)
- Explain/share the inquiry question with
students. How do the Australian Indigenous
communities commemorate and/or celebrate
significant events in their culture, and why?

- On the interactive whiteboard display

images of celebrations/commemorations of
Australia Australia Day and ask the students:
Day should be Jan 1 (ABC News)
* What do you see in these images?
Answers in green
* Is one more positive than the other, why?
Answers in blue
* What do these images mean to you?
Answers in orange.

- Share with students a list of other

significant dates in Indigenous Australian
cultures to explore further.

- Using a Know, what to know, What I

Learned (KWL) chart, students to share
what they know about the images on IWB
and what they would like to know.
Theoretical purpose(s) of each level Teaching and Learning activities
Check it out In pairs students will be given 5 website links to
Students access rich, reliable and relevant explore and use as a researching point. The
information sources to gather evidence to students are to read through the information and
answer the inquiry question. choose three of interest to them. They then need
to write down four main points/facts as to why
Students make a factual record of information the chosen event is significant.
collected in an easy retrieval format.
Website One:
Information Sources: https://www.reconciliation.org.au/national-
Website One: sorry-day-2020/
https://www.reconciliation.org.au/national- National Sorry Day
sorry-day-2020/
National Sorry Day Website Two:
https://www.indigenous.gov.au/news-and-
Website Two: media/stories/what-mabo-day
https://www.indigenous.gov.au/news-and- What is Mabo Day?
media/stories/what-mabo-day
What is Mabo Day? Website Three:
https://www.closingthegap.gov.au/
Website Three: Closing the Gap
https://www.closingthegap.gov.au/
Closing the Gap Website Four:
https://www.reconciliation.org.au/our-work/nati
Website Four: onal-reconciliation-week/
https://www.reconciliation.org.au/our-work/nati National Reconciliation Week
onal-reconciliation-week/
National Reconciliation Week Website Five:
https://www.aboriginalchildrensday.com.au/why
Website Five: -is-it-important/
https://www.aboriginalchildrensday.com.au/why National Aboriginal and Torres Strait Islander
-is-it-important/ Children’s Day
National Aboriginal and Torres Strait Islander
Children’s Day Once the information has been recorded, a ‘pair-
share’ will happen. Two pairs will come together
to swap information.

The teacher will ask the students to think if the

information their peers as written down is
relevant to the significant event and/or relevant.
The teacher will provide a basic example;
Significant Event: Australia Day
Fact: Sausages in bread (irrelevant)
Fact: Arrival of the First Fleet
(Relevant/accurate)
Theoretical purpose(s) of each level Teaching and Learning activities
Teacher Guides - Pairs will locate another pair who have
Teacher uses an activity to allow students to explored one or more of the same websites
organise evidence collected in previous as them. Students will then complete a Venn
level. Diagram to arrange their information. This
will start a conversation between pairs as to
Teacher uses questioning to encourage what was noted differently and the same.
analysis of organised evidence to develop an
answer the inquiry question. - Students will then join with another group
of pairs and share their Venn Diagrams with
Venn Diagram (Twinkl). each other. Allowing students to question
and converse about the information
recorded.

- The teach will ask the groups to create an

A3 poster of a Venn Diagram on one
significant event to display and present to
the whole group. As the students are
presenting the teacher will scribe on the
interactive whiteboard.

- Whole class discussion to then be had

about information/facts presented. Students
to answer the following
* Does the information tell us why
‘said day’ is significant?
* Is there some information missing
that could make our misunderstanding
clearer?
Theoretical purpose(s) of each level Teaching and Learning activities
Information Learned - Whole class discussion answering, ‘What
Teacher guides discussion that allows are some of the events of significance in
students to justify the answer to the inquiry Australian Indigenous culture?’ Aiming for
question. students to share any prior and/or new
learnings.
Teacher provides an opportunity for all
students to explain and communicate their - To extend the discussion, can use the
answer to the inquiry question. following types of questions:
a) What about this event is significant?
b) How could we improve recognising this
event?

- Display on the interactive whiteboard a

poster created to show information and
facts. Ask students if they can explain any
features. If not, explore the title, heading,
images and text with students.

Poster (3D Geography)

Assessment: Students to design and

create a poster about a significant
celebration or commemoration in
Australia Indigenous culture. The poster
must provide reliable and credible
information about the event and why it is
significant. Students are to use correct
historical terminology in their writing.
The students’ posters must have the
following features: title, heading, images
and text. Students must also share a
personal view on how they could improve
the recognition and understanding of
their chosen event.
Theoretical purpose(s) of each level Teaching and Learning activities
Venture Further On the interactive whiteboard teacher will
Provide a new information source to assist write the following two words:
students to see the purpose and relevance of - Stolen Generation
what has been learned - Intergenerational
Students will be asked to share what they
Information Sources: may know, as students answer teacher will
scribe and create a mind map on the
interactive whiteboard.

The teacher will then share with students the

video “The Story of the Healing
Foundation” (The Healing Foundation,
2018) followed by “Intergenerational
Trauma Animation.” (“The Story of the
Healing Foundation,” 2013)
“Intergenerational Trauma Animation.”
(“The Story of the Healing Foundation,” The teacher will then start a whole class
2013) discussion

a) Can we add any more words to our mind

maps?

b) What are some of the key takeaways

from these videos?

c) Does this change your perspective on the

importance of Indigenous culture?
“The Story of the Healing Foundation”
(The Healing Foundation, 2018) D) What are some questions you have about
the Stolen Generation?

Students will then be asked to work in pairs

to create a short response about how the
Stolen Generation impacted their chosen
significant event.
Theoretical purpose(s) of each level Teaching and Learning activities
Evaluate Provide the time for students to reflect on
Teacher uses questions to instigate their learning by holding a class discussion
discussion to prompt students to review using the following questions.
what new learning has occurred and how it
will affect future thinking and behaviours. 1) Has your understanding of celebrations
and/or commemorations in the Indigenous
Culture changed?

2) What is something that you have now

learnt?

3) How is this new information and learning

beneficial to you? What can you do with
this new knowledge?

4) Were the posters created helpful in

sharing information?

5) Do you think you could now add more

information to your poster?

6) What else would you like to know about

celebrations and/or commemorations in the
Indigenous culture?

Students will then work in pairs to create a

response about how the Stolen Generation
impacted their chosen significant event.
4. Information sources used to teach this inquiry sequence.

Activate:

The Australia Institute of Aboriginal and Torres Strait Islander Studies (2023). Map of
Indigenous Australia. AIATSIS. https://aiatsis.gov.au/explore/map-indigenous-australia

ClickView (2021, January 7) Understanding Australia Day. [Video]

https://youtu.be/9egRrFJs7xY?si=MC-rR4je8_F57n9E

Check it out:

Reconciliation Australia. (2020, May 25). National Sorry Day 2020. Reconciliation

Australia. https://www.reconciliation.org.au/national-sorry-day-2020/

(2023). Indigenous.gov.au. https://www.indigenous.gov.au/news-and-media/stories/what-

mabo-day

Australian Government. (2020). Closing The Gap. Closing the Gap; Australian Government.

https://www.closingthegap.gov.au/

Reconciliation Australia. (2022). National Reconciliation Week. Reconciliation Australia.

https://www.reconciliation.org.au/our-work/national-reconciliation-week/

Why is it important? | National Aboriginal and Torres Strait Islander Children’s Day. (2020,

June 4). Www.aboriginalchildrensday.com.au.

https://www.aboriginalchildrensday.com.au/why-is-it-important/

Venture further:
The Story of the Healing Foundation. (2013). [YouTube Video]. In YouTube.

https://www.youtube.com/watch?v=zDN7R6qRpUg

The Healing Foundation. (2018). Intergenerational Trauma Animation. In YouTube.

https://www.youtube.com/watch?v=vlqx8EYvRbQ4
5. Information Learned Stage

5a. State the assessment task

Students to design and create a poster about a significant celebration or commemoration in

Australia's Indigenous culture. The poster must provide reliable and credible information
about the event and why it is significant. Students are to use correct historical terminology in
their writing.
The students’ posters must have the following features: title, heading, images and text.
Students must also share a personal view on how they could improve the recognition and
understanding of their chosen event.
5b. Outcome (knowledge and understanding)

HT2-1 identifies celebrations and commemorations of significance in Australia and around

the world. (NESA, 2021)
5c. With reference to the learning activity designed for assessment at the ‘Information
Learned’ stage, explain how students will show their achievement of the selected
outcome (knowledge and understanding only).

Through the chosen assessment piece students are being asked to identify a significant
celebration or commemoration in Indigenous Australian culture. By creating a poster, the
students can explain important information and facts in a clear format, whilst also using
images to describe the significance of the event. The use of images will allow the
presentation to be more engaging and provide a deeper insight into the significance of the
event. The students are given the agency to decide on an event they have researched or one
they are interested in learning more about, which allows them to be the ones to identify
instead of this being teacher-directed. Whilst a poster isn’t the only viable option for
assessment, it allows the students to create succinct information that is clear for those they are
presenting to.
6. Skill

6a) State the skill

Comprehension: chronology, terms and concepts

* Respond, read and write to show an understanding of historical matters (NESA, 2020)
* Use historical terms (NESA, 2020).

6b) Explain.

Through each phase of the learning sequence, the students continue to work on the skills
linked to comprehension: chronology, terms and concepts (NESA, 2020). The students are
continually building the skills to show an understanding of historical matter and using
historical terms. The students are being introduced to a range of historical events that have
impacted the Australian Indigenous culture and have been asked to share researched facts to
show their understanding. Throughout the lesson sequence, there are multiple opportunities
for peer-to-peer sharing of information which allows for collaboration and for peers to
respond to what is being shared, and whether they may agree or disagree. The designed
assessment piece also develops these skills for the students as they are to respond, read and
write to show their understanding of the significant event and are being asked to use
historical terminology.

7. Concept
7a. State the concept
Significance
* The importance and meaning of national commemorations and celebrations, and the
importance of a person or event. (NESA, 2020)

7b. Explain.

The overarching theme of the learning sequence is based on the above-mentioned concept.
The students are being introduced to a range of significant events in Indigenous Australian
culture. Whilst they are being introduced to these events, they are also gaining information as
to why these historical events have such an impact on the Australian Indigenous people today
and moving forward. Throughout the learning sequence, students are asked to think about
how Indigenous Australians could have felt during the event and how they may still be
feeling about this. Students are to gain knowledge about the meaning of the event and not just
look at it as a once-off but understand and explore the continual effects of such significant
times in history.

Part C – Reflection
1. Primary History: What have you learned about the teaching of History that you did
not know before? How will this new learning inform your teaching practices in the
future?

My takeaway from teaching History in Primary is the use of the inquiry method. Whilst I had
previously heard of this, it wasn’t a method I had experienced as a student or used as a
teacher. My knowledge of the inquiry method was limited and very basic, and not something
I would have felt comfortable implementing in a lesson. One part of the inquiry that has
interested me and is something I will take forward is that as the teacher you already know the
answer to the question you are posing to the students. Meaning that I need to have
background knowledge and be able to share with the student’s correct information and
knowledge.

Moving forward I see the benefits of using the ACTIVE path to teach History to students, and
that this method is allowing the best chance for a positive experience in their learning and for
them to gain a deeper understanding of what is being explored. Also, through the learning
sequence of ACTIVE, I can scaffold the learning of skills and concepts to the students. I can
guide the students on where to locate true and correct information and make sure they are
researching credible and reliable sources.

2. Secondary History: How will your learning sequence provide a foundation for your
primary students when they study History in secondary school?

The Australian Curriculum states that the study of History ‘helps students appreciate how the
world and its people have changed, as well as the significant continuities that exist to the
present day.’ (Australian Curriculum Assessment and Report Authority [ACARA], 2018).
The learning sequence that I have put together is in place to provide the students with a
learning opportunity about the historical events that have shaped the way Indigenous
Australians celebrate and commemorate significant events in their culture. As students move
into high school, they begin to explore History on a global level, therefore if they understand
Australian History their appreciation for this is enhanced as they explore World History.

The above learning sequence is providing a base level of understanding to the students of
how events in the past have impacted certain cultures and communities. As they move
through the Stages of learning the students will then explore a deeper understanding and
begin to explore archaeology that is linked to the past and explore how this has impacted
Australia as they know it. Whilst students at Stage 2 are exploring the concept of the
importance and meaning of national commemorations and celebrations, as they continue with
the study of History, they will consider how these important events may change over time.
Concerning the skills continuum students will move from showing an understanding of
historical matters and the use of historical terminology, they will be able to place historical
events in sequential order while being able to demonstrate the different periods, people and
places.
Overall, the above Stage 2 lesson sequence provides the students with the foundation for
them to be able to successfully continue with their study of History.
Bibliography:

NSW Education Standards Authority. (2021). Outcomes | NSW Education

Standards. Nsw.edu.au.
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/hsie/history-k-10/outcomes

NESA. (2020). Historical concepts and skills | NSW Education Standards.

Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/hsie/history-k-10/historical-concepts-and-skills

‌The Story of the Healing Foundation. (2013). [YouTube Video]. In YouTube.

https://www.youtube.com/watch?v=zDN7R6qRpUg

The Healing Foundation. (2018). Intergenerational Trauma Animation. In YouTube.

https://www.youtube.com/watch?v=vlqx8EYvRbQ4

Reconciliation Australia. (2020, May 25). National Sorry Day 2020. Reconciliation
Australia. https://www.reconciliation.org.au/national-sorry-day-2020/

(2023). Indigenous.gov.au. https://www.indigenous.gov.au/news-and-media/stories/what-

mabo-day

Australian Government. (2020). Closing The Gap. Closing the Gap; Australian Government.

https://www.closingthegap.gov.au/

Reconciliation Australia. (2022). National Reconciliation Week. Reconciliation Australia.

https://www.reconciliation.org.au/our-work/national-reconciliation-week/
Why is it important? | National Aboriginal and Torres Strait Islander Children’s Day. (2020,

June 4). Www.aboriginalchildrensday.com.au.

https://www.aboriginalchildrensday.com.au/why-is-it-important/

The Australia Institute of Aboriginal and Torres Strait Islander Studies (2023). Map of
Indigenous Australia. AIATSIS. https://aiatsis.gov.au/explore/map-indigenous-australia

ClickView (2021, January 7) Understanding Australia Day. [Video]

https://youtu.be/9egRrFJs7xY?si=MC-rR4je8_F57n9E

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2018). Rationale.

www.australiancurriculum.edu.au. https://www.australiancurriculum.edu.au/f-10-

curriculum/humanities-and-social-sciences/history/rationale/