Overview

This three-lesson sequence is designed for Stage 2 (Year 3) students in NSW, integrating the Australian Curriculum (Version 9) History content, NSW 2012 History Syllabus, and Humanities and Social Sciences (HASS) interdisciplinary skills. The focus is on understanding Australian history through First Nations Peoples’ connections to Country/Place and early European settlement impacts.

Each 60-minute lesson includes differentiated strategies to support diverse learners, formative assessment, and rich literacy, numeracy, and ICT skill development.

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Lesson 1: Exploring Country and Place

Learning Objectives

• Locate and identify Australia's states, territories, and First Nations Countries/Places on maps and digital globes (AC9HS3K03, AC9HS3S02).
• Explain the connections between First Nations Australians and their Country/Place through stories, songs, and artwork (AC9HS3K04).
• Develop map-reading skills using legends, symbols, north points (AC9HS3S02_E5).

Curriculum Links

• Australian Curriculum (v9): AC9HS3K03, AC9HS3K04, AC9HS3S02
• NSW History Syllabus Stage 2: Knowledge and Understanding on Aboriginal heritage and country/place connections.
• General Capabilities: Literacy (reading maps, understanding symbols), ICT (using digital globes), and Critical and Creative Thinking.

Resources

• Large wall maps of Australia showing states, territories, and Indigenous Nations (including Aboriginal and Torres Strait Islander territories)
• Tablets/computers with interactive digital globes and Australian Indigenous maps
• Storybook with First Nations stories about Country (e.g., Dreamtime stories)
• Blank outline maps for student annotation
• First Nations art images, poems, and songs printouts or digital media
• Visual vocabulary cards (maps, Country, Place, connection, legend, symbol)

Lesson Timing and Activities

Time	Activity	Description	Strategies/Differentiation	Assessment
0-10 min	Engagement and Prior Knowledge	Introduce map of Australia and ask students what they know about states and First Nations Countries. Display First Nations art and ask students what connection they think those people have with the land.	Use think-pair-share. Use visual vocabulary cards to scaffold new terms.	Observe participation and oral responses.
10-25 min	Interactive Map Exploration	Students work in pairs with tablets/computers to explore digital globes and Indigenous map overlays. Locate their own state and local Indigenous Country. Teacher models using a projector.	Support EAL/D learners with labelled maps, provide sentence starters for describing locations.	Formative: Teacher circulates questioning students on map features, noting understanding.
25-40 min	Story Connection	Read aloud a First Nations story about Country/Place. Discuss students' thoughts about connection and belonging. Students illustrate their own connection to place or imagine a story from an Indigenous perspective.	Use guiding questions to support comprehension. Provide drawing/writing scaffolds (word banks).	Collect illustrations with captions for informal assessment.
40-55 min	Map Annotation and Symbol Learning	Students annotate blank maps marking states, capitals, and Indigenous Countries/Places. Teach map symbols and legends; students create their own symbols/pictures for places meaningful to them on a mini-map.	Visual-spatial learners: use symbols and drawing. Literacy focus: writing map keys and sentences.	Formative: Review maps for accuracy and use of symbols.
55-60 min	Reflection and Exit Share	Quick whole-class discussion: What is one new thing you learned about the land or First Nations peoples? Exit ticket on a sticky note.	Affirm all responses to build confidence.	Collect exit tickets for assessment of understanding.

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Lesson 2: Significant Australian Symbols and Their Stories

Learning Objectives

• Identify key Australian symbols and emblems important to national identity, including Indigenous flags and state emblems (AC9HS3K02).
• Understand multiple perspectives associated with Australian celebrations and commemorations, e.g., Australia Day, NAIDOC Week (AC9HS3K02).
• Develop narrative skills by recounting historical origins of symbols/events.

Curriculum Links

• Australian Curriculum (v9): AC9HS3K02, AC9HS3S04
• NSW Stage 2 History Syllabus: Celebrations, commemorations, diverse perspectives in Australian history.
• General Capabilities: Literacy (oral and written narratives), Critical and Ethical Understanding.

Resources

• Pictures/replicas of Australian symbols: Commonwealth Coat of Arms, Australian flag, Aboriginal and Torres Strait Islander flags, state flags, floral emblems
• Story cards detailing origins and significance of symbols and celebrations
• Videos or multimedia presentations highlighting celebrations such as NAIDOC Week and Australia Day (without hyperlinks, preloaded on devices)
• Chart paper, markers, and sentence frames
• Worksheet for storytelling with sequencing scaffolds

Lesson Timing and Activities

Time	Activity	Description	Strategies/Differentiation	Assessment
0-15 min	Symbol Gallery Walk	Display Australian symbols around the room with story cards. Students rotate in small groups noting what each symbol represents using guided questions.	Support lower literacy students with symbol labels and oral reading. Use group discussions for EAL learners.	Oral formative assessment through group reporting back.
15-30 min	Class Discussion on Celebrations	Facilitate inclusive conversation about various Australian celebrations and diverse perspectives, including Indigenous perspectives on Australia Day. Use a visible thinking routine like "Compass Points" to explore different views respectfully.	Use visual prompts and sentence starters. Encourage respectful listening and speaking.	Observe participation and reasoning skills.
30-45 min	Story Sequencing Activity	Students work individually or pairs to sequence story cards that tell the origin of a selected symbol or celebration, then retell the story orally or write in simple paragraphs.	Provide differentiated text versions and graphic organisers. Use speech-to-text apps for writing support.	Collect stories for formative literacy assessment.
45-55 min	Symbol Creation Project	Students design their own emblem or flag that represents their community or class values, explaining symbolism in 2-3 sentences.	Artistic expression supports diverse learners. Sentence frames for writing.	Teacher assesses creative comprehension and expression.
55-60 min	Exit Reflection	Students share one new perspective or symbol they found important today in a think-pair-share or journal entry.	Scaffolded sentence starters: “I learned…”, “I think…”, “I want to know more about…”	Review reflections for understanding of the lesson.

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Lesson 3: Life in Early Australia — Stories and Changes

Learning Objectives

• Sequence key events and describe life during early settlement in Australia (AC9HS3S02, AC9HS3S04).
• Compare different perspectives of First Nations Australians and settlers about changes brought by colonisation.
• Analyse information from sources to identify change and continuity.

Curriculum Links

• Australian Curriculum (v9): AC9HS3S02, AC9HS3S04
• NSW Stage 2 History Syllabus: Early European settlement, First Nations Peoples’ experiences, and consequences of contact.
• General Capabilities: Literacy (reading comprehension, sequencing), Numeracy (timelines and simple graphing), ICT (research using devices).

Resources

• Illustrated timeline cards of early Australian history (First Nations life, arrival of settlers, key events)
• Primary sources: simplified images, diary excerpts, artefact photos, oral histories (age-appropriate)
• Venn diagram templates for comparing perspectives
• Tablets/computers for research (preloaded content)
• Graph paper and markers for simple data representation on changes in population or environment

Lesson Timing and Activities

Time	Activity	Description	Strategies/Differentiation	Assessment
0-15 min	Historical Timeline Introduction	Introduce timeline cards visually; sequence the cards with student input to understand chronology of early Australia events.	Use physical cards for kinaesthetic learners; reading support for texts on cards.	Formative assessment by correct sequencing.
15-30 min	Source Exploration	In small groups, examine simplified historical sources representing settler and First Nations perspectives. Use guided worksheets to identify key information and feelings.	Provide bilingual glossary for EAL students; use images to scaffold comprehension.	Group presentation or teacher questioning on key findings.
30-45 min	Compare Perspectives	Guide students to complete a Venn diagram comparing First Nations and settler experiences regarding change and continuity. Discuss that people had different views on the same event.	Use sentence stems and visual organisers. Peer support for those needing additional help.	Check Venn diagrams for understanding of similarities and differences.
45-55 min	Representing Changes Numerically	Using simple data (e.g., population growth, number of settlements), students create a picture or column graph to show change over time. Teacher models graphing process.	Maths-literacy integration; allow group work to support numeracy skills. Assist those with fine motor difficulties by allowing ICT graph creation.	Teacher reviews graphs for accuracy and interpretation.
55-60 min	Exit Quiz and Reflection	Conduct a five-question oral quiz on key events and perspectives using an interactive game format (e.g., Kahoot-like with teacher reading). Follow with a reflection prompt: “Why is it important to hear different stories about history?”	Positive reinforcement and encouragement for risk-taking in answers.	Quiz results and reflection notes for understanding assessment.

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Formative Assessment Summary

• Observations and questioning during map exploration, gallery walk, and group discussions.
• Exit tickets and reflections collecting students’ understanding and perspectives.
• Written and oral retellings of stories and symbol significances.
• Sequencing timelines and comparing perspectives activities.
• Accurate use of maps, symbols, and timelines.
• Creative responses demonstrating comprehension (artwork, graphs).

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Strategies to Support Diverse Learners

• Visual supports: labelled maps, pictorial timelines, vocabulary cards.
• Oral storytelling and discussion to complement written tasks.
• Sentence starters, graphic organisers, and writing scaffolds.
• Use of technology aids (speech-to-text, digital globes, interactive apps).
• Varied groupings: pairs, small groups, peer mentoring.
• Differentiated reading materials and glossary for EAL learners.
• Hands-on activities (drawing maps, creating symbols).

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This sequence aligns with the Australian Curriculum (v9) and NSW History Stage 2 syllabus, addressing historical knowledge, perspectives, and inquiry skills while embedding literacy, numeracy, and ICT development. The lessons are balanced between teacher-led instruction, collaborative inquiry, multimodal learning, and creative expression, catering thoughtfully to Year 3 students’ developmental needs in a typical 17-student classroom.

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Please let me know if you want me to prepare full student handouts, detailed scaffolds, or annotated teacher notes for each lesson next!