Exploring Our Past

Year Level

Year 2

Duration

60 minutes

Learning Area

Humanities and Social Sciences (HASS) – History

Curriculum Alignment

Queensland Curriculum — Humanities and Social Sciences (HASS), Year 2 History

Content description:
Investigate the history of a local individual, group, place or building and the reasons for their importance, including social, cultural or spiritual significance.
Achievement standard focus:
Students sequence familiar events and objects sequentially
Students recognise reasons why people and events from the past are important to the local community
Students develop narratives using historical terms to describe the passing of time

(Target content codes relevant: AC9HS2K01 and AC9HS2S06)【7:AC9HS2K01】【2:AC9HS2S06】.

Learning Intentions (WALT)

WALT: We Are Learning To explore and understand the history of a person, place or building important to our local community and explain why it matters.
WALT: We Are Learning To use digital tools to research and present our findings about local history.
WALT: We Are Learning To use historical language to describe the past.

Success Criteria

Students will be able to:

Identify and name a local person, group, building, or place of historical significance.
Use digital resources (videos, websites, interactive maps) to find information about the chosen local history topic.
Use words like "past," "long ago," "then," and "now" to describe the historical significance.
Create a short digital presentation or poster sharing key information.
Work collaboratively and individually to research and communicate their understanding.

Resources and ICT

Interactive whiteboard or projector connected to the internet
Tablets or computers (1 per group or pair)
Digital timeline apps (e.g., simple online timeline maker)
Local history websites or digital archives (teacher pre-selected, appropriate for Year 2)
Interactive map application showing local area landmarks
Digital camera or tablet camera (optional for onsite activities or student illustrations)
Printed images and artefacts (if applicable)
Headphones for audio or video viewing

Lesson Structure and Activities

Time	Activity	Description	Differentiation	ICT Use
0-5 mins	Engage & Introduce	Teacher introduces the concept of local history. Discuss what "history" means using simple examples (e.g., old photos from local area). Ask students about places or people they know that are important locally. Use interactive whiteboard to show local historic photos and landmarks.	Whole class discussion allows all students to participate. Use picture cues and simple language for EAL and diverse learners.	Show digital images, interactive map of the local area on the whiteboard.
5-15 mins	WALT & Success Criteria Sharing	Explain today's learning goals (WALT). Co-create a simple success criteria chart on the board with student input, reinforcing learning intentions.	Visual and written success criteria aid comprehension.	Use digital presentation slides.
15-35 mins	Small Group ICT Research Task	Students grouped in pairs or small groups. Each group selects a local person, building or place from a teacher-prepared list. Using tablets/computers, students explore simple curated websites or videos to gather facts (e.g., when the building was built, why it is important). Teacher and aides support groups needing extra help.	Groups enable peer support; scaffolded question prompts for emerging learners; extension tasks for advanced learners include creating extra details or timelines.	Students use curated websites, digital maps, and timeline apps to collect information and add facts.
35-50 mins	Individual Reflection and Sharing	Students individually use a simple digital tool (like drawing app or slideshow app) to create one slide or page showing their local history subject and one or two facts learned, with teacher support available. Practice use of historical language in sentences (guided sentence starters displayed).	Sentence starters support language development. Extended students can write full paragraphs.	Use drawing/timeline app or digital slideshow tool on devices.
50-60 mins	Class Sharing & Reflection	Groups share their digital slides with the class using the projector. Teacher reinforces key historical terms and concepts. Wrap up by discussing why knowing history of local places/people helps us understand community identity.	Oral sharing develops communication skills. Teacher to create positive inclusive environment encouraging all voices.	Present digital slides; teacher can capture presentations for portfolio or future lessons.

Differentiation Strategies

Individual
Support EAL or learning difficulties with teacher/aide prompting; provide sentence starters and visuals; use oral responses if writing is challenging.
Small Group
Mixed ability grouping enables peer mentoring; challenge advanced learners to deepen inquiry or add to digital timelines.
Whole Class
Use multimodal presentation (visual, auditory, kinesthetic); repeat key vocabulary through songs, stories or chants; scaffold questioning.

Assessment for Learning

Observation of student participation and contributions during group research.
Review individual digital slides to check accurate use of historical terms and facts.
Teacher questioning during presentations to assess understanding of significance.
Self-assessment with thumbs up/down against success criteria chart.

Extensions and Future Connections

Plan a local history walk or virtual tour using tablets to photograph and present other places of significance.
Invite a local elder or community historian to share stories, connecting to First Nations history where appropriate.
Link to English outcomes through narrative writing about a day “in the past” related to the local topic.

This lesson plan connects rigorously to the Year 2 Queensland HASS History curriculum, particularly focusing on the historical significance of local places and people, sequences of events, and developing historical narratives using ICT tools as central enablers for engagement and learning【7:AC9HS2K01】【2:AC9HS2S06】. The design maximises multimodal approaches with strong differentiation, suitable for diverse learners in an Australian primary classroom.

Teaching Instructions