CLAREMONT COLLEGE

HISTORY ACROSS THE GRADES

HISTORY ACROSS THE GRADES

History at Claremont College is taught during Semester 2 from Kindergarten to Year 6. Through our in-depth units, students investigate the actions, motives and lifestyles of people over time, from individuals and family members, to local communities, expanding to national and world history contexts. History contains many stories and different perspectives. Through viewing reliable sources students are able to explore these stories and build an understanding of civics and citizenship. Have a look at the amazing units each grade is currently studying.

Kindergarten’s unit is called ‘Personal and Family Histories’. Students are provided with the opportunity to learn about their own history and that of their family; this may include stories from a range of cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present. As a grade they are inquiring into questions such as: Who is in my family? Why are our families important? Where is my family from? How does this affect my life?

In my family I have my Mum and my Dad. I also have my brother.. - Betsy Rowden 
In my family I have my Mum and Dad. I also have a brother and a sister. - Sofia Peric

Year 1 is exploring ‘Present and Past Family Life’. This unit explores present and past family life within the context of each student’s own world. They are learning about the similarities and differences in family life by comparing the past with the present. Some inquiry questions they will explore are: What roles do we have at home (e.g. keeping our rooms clean, taking out the rubbish)? Do you think people in the past had different roles? Have families changed over time?

 I am looking at toys from the past. - Marcus Tan
We are learning about toys from the past and the present. - Charisma Vijay   

Year 2 is also comparing past and present times in a unit tilted ‘The Past in the Present’. This unit contains activities that require students to look at how their school has changed over time. Students are developing their observation and thinking skills by exploring their immediate environment. Students are exploring our school by going for walks through the school buildings and around the school grounds. They will then compare our current school to photos from the past, asking questions such as; what aspects of the past can you see today? What do they tell us? How have changes in technology shaped our life today?

I have enjoyed looking at different people from different background - Jack Francis

Year 3’s unit is called ‘Community and Remembrance’. In this unit students explore the original inhabitants using a variety of sources. Moving from the heritage of their local area and how it has changed students are exploring the historical features and diversity of their community. They are examining the contribution of people to a community, as well as researching celebrations and commemorations, held in communities both locally and in other places around the world. Their main inquiry questions are: How has our community changed over time? What is the nature of the contributions made by different groups in the community? How and why do people choose to remember significant events of the past?

We are learning about the benefits and limitations of different presentation types while we are researching famous people. - Nicholas Hickman and Joey Acland

Year 4’s unit, ‘First Contacts’, introduces world history and the movements of people. Beginning with the history of Aboriginal and Torres Strait Islander people, students are examining European exploration and colonisation in Australia and throughout the world up to the early 1800s. Students are investigating the impact of exploration on other societies, how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity. Some key questions for Year 4 are: Why did the great journeys of exploration occur? What was life like for Aboriginal and/or Torres Strait Islander people before the arrival of the Europeans? What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander people and early traders, explorers and settlers?

I like writing my journal about a boy (me) who grew up in the 1700’s and boarded a ship to travel around. - Charlie Cooke
I learnt about the First Fleet and the map of their journey. - Charli Dodd

Year 5’s unit follows on from Year 4, by further looking into ‘Australian Colonies’. Through this unit, students inquire into colonial Australia in the 1800s. Students are looking at the founding of British colonies, the development of a colony and key events that shaped Australia. They are also learning about what life was like for different groups in the colonial period, such as women, convicts, free settlers, farmers as well as Aboriginal and Torres Strait Islander people through online videos:

http:// splash.abc.net.au/web/splash#!/digibook/618324/coloniallife.

Student’s key questions are: What do we know about the lives of people in Australia’s colonial past and how do we know? How did an Australian colony develop over time and why? What were the significant events and who were the significant people that shaped Australian colonies?

I like learning about the different the perspectives, such as from the convicts and the Aboriginals. - Ellie McEachern
The videos are so interesting. - Hannah Ford
I like how we use different sources and resources. - Kate Giannikouris

Finally we have Year 6’s unit ‘Australia as a Nation’. This unit builds on students’ prior knowledge by moving from colonial Australia to the development of Australia as a nation, particularly after 1901. Students are exploring the factors that led to Federation and experiences of democracy and citizenship over time. They are showing an understanding of the significance of Australia’s British heritage and the way of life of people who migrated to Australia as well as their contributions to Australia’s economic and social development. Key questions are: Why and how did Australia become a nation? How did Australian society change throughout the twentieth century? Who were the people who came to Australia and why did they come? What contribution have significant individuals and groups made to the development of Australian society?

I liked group work and researching my own topic. I have learnt about Captain Cook, the Mabo Decision and primary and secondary resources. - Mike Giannikouris
I liked collaborating with different people each week as it gave me a chance to expand my own knowledge. I also learnt about the history of prime ministers, the different positions within parliament and the House of Representatives. - Dimitra Mavrocordatos

Jenna Hume
Head of History