Timeline Walk Histories

Overview

In lesson 5 of 6, students display and share a personal history timeline created during the unit. They practise ordering events, speaking about a significant event and listening respectfully to classmates’ different experiences.

Learning intentions

Students will:

• share information about events in their personal history using pictures and simple words
• describe events in order from first to later
• listen carefully and respond respectfully to a classmate’s story
• recognise that families and people can have different histories and experiences

Success criteria

• I can show my timeline and talk about one event.
• I can use words such as first, next and then.
• I can listen while someone else is speaking.
• I can say one kind or curious thing about a classmate’s history.

Curriculum links

• HASS: collecting, sorting and recording information from provided sources, including an unscaled pictorial timeline.
• HASS: sharing information about people and families through stories, pictures and other sources.
• English: listening and speaking clearly in familiar interactions.
• Personal and social capability: recognising and respecting that people have different experiences.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and prepare. Teacher opens the introduction and learning intention slides and revisits the unit question: “How can pictures and words help us tell a story about our history?” Students look at their completed timelines, quietly point to the event they most want to share and rehearse its name with a partner.

2. 5–12 min · Model respectful sharing. Teacher uses the teacher modelling slides to model a short timeline share, for example: “First I was a baby. Next I moved house. Then I started school.” Teacher demonstrates facing the audience, using a clear voice, holding the timeline so it can be seen and listening without interrupting. Students identify what the speaker did well and practise the sentence frame, “First…, next…, then…”.

3. 12–15 min · Explain the timeline walk. Teacher displays the timeline walk instruction slides and explains that half the class will stand beside their timelines while the other half walks, listens and asks a gentle question; students will then swap. Teacher establishes movement and listening rules: walk, use quiet voices, ask permission before touching, and say “Thank you for sharing.” Students repeat the rules and choose a starting place.

4. 15–25 min · Timeline walk: round one. Teacher cues the first round using the round-one timer and question slides, supports students to move safely and invites each listener to visit two or three classmates. Students share one or two events from their timeline, while listeners look closely, listen, and ask one question such as “What happened next?” or “How did you feel?”

5. 25–35 min · Timeline walk: round two. Teacher signals the swap with the round-two transition slide and reminds students to use a different voice level and audience partner where possible. Students change roles and continue sharing, using their timeline as a visual prompt and responding to a classmate’s question.

6. 35–41 min · Community circle reflection. Teacher gathers students in a circle and shows the reflection discussion slides. Teacher asks: “What did you notice about our histories?” and “How did we show respect?” Students share one observation, using the sentence stems “I noticed…” or “I showed respect by…”. Teacher reinforces that every history is important and that people may choose what they feel comfortable sharing.

7. 41–45 min · Individual check and close. Teacher distributes the timeline sharing reflection sheet and reads each prompt aloud. Students draw or write one event they shared, complete “I listened by…” and circle a picture showing how confident they felt sharing. Teacher previews that the final lesson will use the class’s learning to celebrate and reflect on personal histories.

Resources

• Timeline Walk: Sharing Our Histories slide deck
• timeline sharing reflection sheet
• Students’ completed personal history timelines
• Blu Tack, masking tape or display stands
• Floor markers for walking pathways
• Timer
• Pencils, crayons and clipboards
• Optional quiet space for students who need a lower-stimulation sharing location

Assessment

• During rehearsal, listen for students using chronological language and check that their timelines show events in a recognisable order.
• During the walk, observe whether students can share from their timeline, listen without interrupting and respond appropriately to a question.
• Review the reflection sheet for evidence that students can identify one shared event and describe a respectful listening behaviour.

Differentiation

• Support students with picture-based sentence frames: “This is me…”, “First…”, “Next…” and “Then…”. Allow them to point to pictures while an adult or partner helps supply words.
• Provide a carefully chosen partner, additional rehearsal time or a seated sharing station for students who are shy, anxious or require reduced movement and noise.
• Accept oral responses, drawings, gestures or recorded speech instead of independent writing. Do not require students to share private or sensitive family information.
• Extend confident students by inviting them to share three events in sequence, explain why one event is significant, or ask a thoughtful follow-up question beginning with “Why” or “How”.