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

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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