Inquiry-Based Learning Plan for History and Civics and Citizenship in HaSS

This inquiry-based learning plan focuses on the history and civics and citizenship sub-strands in HaSS. It includes learning intentions, teaching and learning experiences, and assessment strategies.

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Overview
Year Level: 3 Learning Area: HaSS Sub-Strands: History, Civics and Citizenship
Level of Inquiry: Guided Inquiry
Curriculum Topic of Scale: The topic deals
with history of the Australian people and the
rules governing their government bodies.
Inquiry Heading: History, Civics and
Citizenship
Concepts of Interdisciplinary Thinking: Roles, rights and
responsibilities, significance, continuity and change, cause and
effects and interconnection.
Civics and citizenship: government and democracy, laws and
citizens, and citizenship, diversity and identity.
History: sources, continuity and change, cause and effect,
significance, perspectives, empathy and contestability
General Capabilities: Literacy, Creative
thinking, Personal and social competence, and
competence in information.
Cross-curriculum Priority: Aboriginal and Torres Strait Islander
histories and cultures. Knowledge on this offer’s students a view on
one of the oldest living cultures in that the mentioned are a
community with riches, are strong, diverse and resilient. This will
allow students to study the history, political and legal context of the
community.
Question/s:
What contributions have the people offered in their community past and present?
How are events celebrated by a community and what are the events celebrated in relation to depicting the society?
What are the evidenced changes in the community? How has the change resulted to loss or retaining of the preceding
features?
What has changed over the years in relation to civics and citizenship?
Australian Curriculum Primary HaSS
Content Descriptions: Inquiry and Skills:
This entails explicit teaching by posing questions, obtaining of information, finding relating evidence on gathered
data and analysing of the data varyingly in accordance to the sub-strand context. Can be used in investigating events
both historical and contemporary.
Knowledge and Understanding:
This involves encompassing knowledge and understanding from the main sub-strands. In this case the sub-strands in
concern are that of History and Civics and Citizenship.
Achievement Standard Extract: By the end of the year, the students should be able to identify events, people, and

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aspects of significance of the past that are of significance presently. Aspects of community that may have changed or
remained the same can be identified. They can identify various celebrations in regard to their importance in the
community and the commemorations performed by the different groups. The students can be able to explain what role
the rules play in their community being active citizens of the society. Students will also be required to pose questions
and collect information from sources to answer the posed questions. They will be required to analyse collected data,
develop texts using terms denoting time and can be able to present their found ideas orally, visually or in written
format.
Summative Assessment:
This will be done in order to evaluate the student learning at the end of the unit basing on the areas that will have been
covered. The meet the achievement standard of the year the student should complete a paper, conducted a group
project and an exam.
Phase of Inquiry: Questioning and Researching Duration: 30 –
60 minutes
Phase Overview (Focus):
Current understanding on the topic by the students will be identified.
Phase Learning Intentions: Understanding checking is a key function under guided instruction, in that student’s
response helps in identifying the precise content to be added to the students understanding. Helps in discerning what
the students know, what the student does not know and if there is existence of any misconception hindering student
understanding. Information hindering understanding of the student can be corrected. The thinking processes involved
are observing, interpreting and comprehending.
Teaching and Learning Experiences
Formative
Assessment
Organisation and
Management
Catering for
Diverse Learning
Needs
Stimulus:
Using a picture linked to learning of the lesson. This is
meant to capture student attention. The picture depicts
a historical artefact still in use like vehicles of the past
and present.
Done by asking
questions in
relation to the
picture. Students
provide answers
orally
Picture is
projected on white
board. Question is
answered
individually.
Questions asked
Describing
picture content to
students with eyes
disabilities.
Adjusting
projected picture

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randomly. to suit all students.
Enhancement:
Explain and elaborate on the student’s answers. Allow
students to also provide added information on
classmate’s answers. Providing feedback on knowledge
misconceptions. Get students in groups to discuss the
provided answers and added knowledge.
Students provide
extra knowledge
on answered
questions through
oral
representation.
Students to note
down the correct
answers. Done
individually.
Approved answer
will be further
discussed and be
noted in students’
workbooks.
Students can
further discuss the
provided answers.
Students are
provided with
reference materials
for the discussed
questions.
Consolidation:
Summarise the learnt topic in few points. Identify the
missing points and discuss them. Teacher to clarify and
sort out any doubts by students.
Identify key
points and note
down five key
points each. Show
work to peer.
Students to work
in pairs for review
of provided key
points. This will
be done peer to
peer.
Arrange the
students in
accordance to
assistance they can
offer each other.
Teacher Reflection:
Observing this will provide an overview of what the students have already covered in terms of their previous classes
and the areas they are experiencing hardship. This will also improve their observation, interpretation and
comprehension of the topic to be discussed. The interaction between teacher to student and student to student will also
increase greatly building an interest to the topic.

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Phase of Inquiry: Exploring Duration: 60-120
minutes
Phase Overview (Focus):
A criteria for selecting relevant information in terms of accuracy, reliability and usefulness should be developed. This
helps in improving the understanding of the explored topic. This will involve collection and analysis of evidence
pertaining the selected topic. The key skills to be involved here are researching, listening, critical thinking and
analysis.
Phase Learning Intentions:
Students will be involved in discussions of essence of rules in a society and how the rules help in keeping the society
safe. The enforcers of law will also be identified, and consequences of breaking laws will also be observed. The
students will do a research on the diversity of Aboriginal improving on their understanding of heritage of the local
area, in both the present and the past.
Teaching and Learning Experiences
Formative
Assessment
Organisation and
Management
Catering for
Diverse Learning
Needs
Stimulus:
Make a brief introduction of the topic. Allow the
students to briefly discuss the issue and slowly
transition to introduce the activity.
Apply
brainstorming
exercise. Answers
are relayed
verbally.
Ask students the
various rules they
know.
Brainstormed
ideas are to be
written on the
board. Discussed
rules are to be
referred in the
textbooks.
Verbalised ideas
can be from the
peer discussion.
Students in need
of help will be
placed near peers
that are able to
provide the
student with help.
Enhancement:
The students will be allocated in groups to allow each
group to discuss a different societal rule (relevant
rules to be applied only). Each group is to discuss
whether the rule is right or if it is unfair. Students
should pose suggestion on if the rule should be
altered. Assure the students that their discoveries need
Short questions
linking up to the
activity. Mini
whiteboards for
sharing the
acquired
information.
Should be done in
groups on
different tables.
Web search is
allowed and a
compiled list of all
findings on the
Students needing
an extra bit of help
will be placed with
students who are
able to provide
assistance to them.
This in tern

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not to be so detailed for their easy understanding. rules is to be
provided. Each
group is to share
their finding after
the discussion
enhances peer
learning and
teaching.
Consolidation:
After group session is over, students are to ask the
group leader to present the information gathered to the
class. Find out if the class accepts the rule changes
proposed by the groups. Sum up the discussion by
stating that rules are set to govern safety of a society.
Students are also required to conduct a research on the
laws that existed for the Aboriginal from listening to
the elders in the society.
Class presentation
Exchanging of
researched
knowledge.
Assignment
Performed by
individual group
member on
whiteboard.
Assignment done
individually
Students that do
not understand can
see the teacher for
clarification.
Teacher Reflection:
The group task will help on improving peer learning among students. Assignment should provide the knowledge on
the historical applicable to the Aboriginal which can be compared to the acquired content.

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Phase of Inquiry: Finding Argument/look Duration: 30 –
60 minutes
Phase Overview (Focus):
Introducing of the Government and finding prior knowledge of what students know about the running of parliament.
Introducing the Aboriginal laws students identified from the assignment.
Phase Learning Intentions:
Students are to learn of how voting is conducted in parliaments and the applicable rules of voting. The roles played by
the persons involved in the voting process is also accounted for.
Students share their finding on the laws that governed the Aboriginal. Thinking process engaged are recalling and
evaluating.
Teaching and Learning Experiences
Formative
Assessment
Organisation and
Management
Catering for
Diverse Learning
Needs
Stimulus:
This will involve class brainstorming on the
assignment previously provided for class.
Showing class a video introducing government of
Australia.
A transition will be made to accommodate for an
election play by the students. Carrying out the voting in
class.
Comparing student
findings.
Students involved
in cloze activities.
Student findings
will involve a
random verbal
airing of their
findings.
Done by two
groups. Teacher
overseeing the
election.
Lesson consists of
videos, visual aids
for visual learners
Lesson is adapted
to kinaesthetic
learners requiring
use of hands and
frequent
movement to
understand
concept.
Enhancement:
Democratic government with two sides will be
discussed. Prop polling booth concept will be
discussed.
Discussing roles played by individuals in the voting.
Students
summing up the
votes.
Votes to be
counted in
presence of one
representative
from each group.
Counted votes to
be displayed on
Use of videos,
visual aids for
adapting to visual
learners.

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screen.
Consolidation:
Basing on the previous lessons, student should be
familiar with ruling and concepts of making rules.
Student should also understand of how rule making
affects the society
Student revising
previous content.
Use of
workbooks.
Done individually.
Students who
need help in
understanding to
be paired to those
who have
understood.
Teacher Reflection:
Students should have learnt the basis of ruling and the changes that have occurred over the years

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Phase of Inquiry: Sort Duration: 30 –
60 minutes
Phase Overview (Focus):
Links the content learnt through out the inquiry. Shows how the covered topics can be linked up in view of observing
the content header.
Phase Learning Intentions:
Students reflect upon their learning journey in relation to the topic covered. The whole topic is summed up in forming
a historical analysis of change of law over the years summarising both historical and legislation sub-strands.
The thinking process involved are comparing, contrasting and classifying
Teaching and Learning Experiences
Formative
Assessment
Organisation and
Management
Catering for
Diverse Learning
Needs
Stimulus:
Students make use of mind-map in linking the contents
learned.
Modelling and
structuring of
content links
Use of Mind map
for connecting the
contents.
Class will be
adapted to visual
aids
Enhancement:
Teacher explains to students how the content learned
over the duration links together addressing any issue
pertaining understanding of the content. students will
be required to make a reflective overview of what they
have covered over the course.
Participate in
reflective activity
by constructing a
concept wall of
covered content.
Answering
reflective
questions.
Use of boards.
Noting down
points from
reflective session
in workbooks
Use of visual
aids.
Consolidation:
Students should do a self-assessment on the content
learnt so far.
The teacher should conclude by iterating that as
observed in the present and past, law is a fundamental
structure in societal co-existence and should be adhered
to by everyone.
Self-assessment.
Assignment
covering most of
content covered.
Done
individually.
Use of workbooks.
Students to assist
each other in
understanding and
see the teacher for
further
clarifications.
Use of visual aids
Teacher Reflection:
Students should have understood the importance of law in society. Students should have further knowledge of their

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cultural background and the customs that are still presently applicable.

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Components of primary
HaSS inquiry plan
Criteria with Definition Evidence in Planning
Principles of inquiry
pedagogy in the teaching
and learning
strategies
Use of picture relating to topic
Student discussion on topic
Use of video
Play act on constitution
Use of mind map
Phase one of the learning
sequence.
Phase two of the learning
sequence
Phase three
Phase four of learning
sequence.
Interdisciplinary Concepts
of Thinking
Observing, interpreting and
comprehending
Researching, critical thinking and
analysis
Recalling and evaluating
Comparing, contrasting and classifying
Phase one
Phase two
Phase three
Phase four
General Capabilities Group work, research skills, explanation
and communication
Phase two and three employ
the use of these.
Cross-curriculum Priority Use of play act and assignment to tackle
the two sub-strands
Phase two and three
Assessments Listening Assessment
Group assignment
Phase two
Organisation and
management
Use of workbooks, whiteboards, mind
maps
Phase one
Phase two
Phase three
Phase four
Catering for diverse learners Use of visual aids
Use of Kinaesthetic
Peer grouping
Phase three
Phase two

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