Historical Skills Year 3 Skills Year 4 Skills Chronology, terms Elaborations Chronology, terms Elaborations and concepts and concepts Sequence historical developing an annotated timeline or other Sequence historical placing key events and people of early contact people and events visual representation of key stages of people and events history in chronological order by creating settlement, which features local, regional timelines and explaining the sequence or state events and people of historical significance Use historical terms using historical terms (such as Use historical terms using historical terms when talking about the immigration, exploration, development, past (for example ‘penal’, ‘transportation’, settlement and naming days of conflict’, ‘navigation’, ‘frontier ‘colonisation’) commemoration and emblems) when identifying the origins of place names in speaking, writing, and illustrating Australia (for example those named by French using acronyms (for example NAIDOC, explorers, Aboriginal place names) ANZAC) and understanding their meaning Historical questions Elaborations Historical questions Elaborations and research and research Pose a range of posing appropriate questions when Pose a range of generating questions about the diversity and questions about the investigating the contribution that questions about the antiguity of Aboriginal and Torres Strait Islander past individuals and groups have made to the past peoples, and the nature of contact in early development of the local community Australia (for example 'Who?' 'What?' 'When?' ('Who?' 'What?' 'When?' 'Where?' 'Why?') 'Where?' 'Why?' questions) posing appropriate questions when posing questions about explorers (for example investigating the establishment of a local 'Who were they? 'Where were they from?' community ('How did people settle?' 'Who 'Where did they go?' 'What did they do?')
Historical Skills Year 3 Skills Year 4 Skills Chronology, terms and concepts Elaborations Chronology, terms and concepts Elaborations Sequence historical people and events developing an annotated timeline or other visual representation of key stages of settlement, which features local, regional or state events and people of historical significance Sequence historical people and events placing key events and people of early contact history in chronological order by creating timelines and explaining the sequence Use historical terms using historical terms (such as immigration, exploration, development, settlement and naming days of commemoration and emblems) when speaking, writing, and illustrating using acronyms (for example NAIDOC, ANZAC) and understanding their meaning Use historical terms using historical terms when talking about the past (for example ‘penal’, ‘transportation’, ‘navigation’, ‘frontier conflict’, ‘colonisation’) identifying the origins of place names in Australia (for example those named by French explorers, Aboriginal place names) Historical questions and research Elaborations Historical questions and research Elaborations Pose a range of questions about the past posing appropriate questions when investigating the contribution that individuals and groups have made to the development of the local community ('Who?' 'What?' 'When?' 'Where?' 'Why?') posing appropriate questions when investigating the establishment of a local community ('How did people settle?' 'Who Pose a range of questions about the past generating questions about the diversity and antiguity of Aboriginal and Torres Strait Islander peoples, and the nature of contact in early Australia (for example 'Who?' 'What?' 'When?' 'Where?' 'Why?' questions) posing questions about explorers (for example 'Who were they? 'Where were they from?' 'Where did they go?' 'What did they do?')