CHRIST CHURCH GRAMMAR SCHOOL

Year Three History

Instructional Time
In Year 3, students are expected to have at least one hour of History instruction every 2 weeks. They should
record their work in a History Journal (exercise book).

Achievement Standard
By the end of Year 3, students explain how communities changed in the past. They describe the
experiences of an individual or group. They identify events and aspects of the past that have significance in
the present.
Students sequence events and people (their lifetime) in chronological order, with reference to key dates.
They pose questions about the past and locate information from sources (written, physical, visual, oral) to
answer these questions. Students develop texts, including narratives, using terms denoting time.

Historical Knowledge
Historical Knowledge: Importance of Country and Place
The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a
local area. (This is intended to be a local area study with a focus on one Language group; however, if
information or sources are not readily available, another representative area may be studied). (ACHHK060)

Historical Knowledge: Change and Continuity

ONE important example of change and ONE important example of continuity over time in the local
community, region, state or territory; for example, in relation to the areas of transport, work, education,
natural and built environments, entertainment, daily life. (ACHHK061)

Historical Knowledge: Cultural Groups in Australia

The role that people of diverse backgrounds have played in the development and character of the local
community. (ACHHK062)

Historical Knowledge: Celebrate Australia and Celebrations from around the world
Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony
Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of
symbols and emblems (ACHHK063)
Celebrations and commemorations in other places around the world; for example, Bastille Day in France,
Independence Day in the USA, including those that are observed in Australia such as Chinese New Year,
Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan. (ACHHK064)

Historical Skills
Skill
Focus

Outcome

Chronology, terms
and concepts
Sequence historical
people and events
Use historical terms

Historical questions
and research
Pose a range of
questions about
the past
Identify sources

Analysis and use of

sources
Locate relevant
information from
sources provided

Perspectives and
interpretations
Identify different
points of view

Compiled 2015 by Brendon Peisley, Fiona Duthie and Lindsay Ralph

Explanation and
communication
Develop texts,
particularly
narratives
Use a range of
communication
forms (oral,
graphic, written)
and digital
technologies

CHRIST CHURCH GRAMMAR SCHOOL

Year Three History Overview
Term 1
Historical Knowledge: Importance of Country and Place
The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a
local area. (This is intended to be a local area study with a focus on one Language group; however, if
information or sources are not readily available, another representative area may be studied). (ACHHK060)
Historical Skills

Week

Focus

Inquiry Question(s)

Lesson Resources

1-2

Aboriginal and Torres

Strait Islander people

Who lived here first and

how do we know?

R.I.C. Australian
Curriculum History
Year 3
pg. 2 - 4

3-4

Aboriginal and Torres

Strait Islander people

Who lived here first and

how do we know?

R.I.C. Australian
Curriculum History
Year 3
pg. 5

Traditional stories

Who lived here first and

how do we know?

R.I.C. Australian
Curriculum History
Year 3
pg. 6-8

Traditional story retelling

Who lived here first and

how do we know?

R.I.C. Australian
Curriculum History
Year 3
pg. 9

Quiz

Who lived here first and

how do we know?

R.I.C. Australian
Curriculum History
Year 3
pg. 74

Use historical terms

(ACHHS066)
Locate relevant
information from sources
provided (ACHHS068)
Develop texts, particularly
narratives (ACHHS070)
Use a range of
communication forms
(oral, graphic, written) and
digital technologies
(ACHHS071)

5-6

7-8

9-10

Compiled 2015 by Brendon Peisley, Fiona Duthie and Lindsay Ralph

CHRIST CHURCH GRAMMAR SCHOOL

Year Three History Overview
Term 2
Historical Knowledge: Change and Continuity
ONE important example of change and ONE important example of continuity over time in the local
community, region, state or territory; for example, in relation to the areas of transport, work, education,
natural and built environments, entertainment, daily life. (ACHHK061)
Historical Skills
Sequence historical
people and events
(ACHHS065)
Use historical terms
(ACHHS066)
Pose a range of questions
about the past
(ACHHS067)
Identify sources
(ACHHS215)
Locate relevant
information from sources
provided (ACHHS068)
Develop texts, particularly
narratives (ACHHS070)
Use a range
communication forms
(oral, graphic, written) and
digital technologies
(ACHHS071)

Week

1-2

3-4

5-6

7-8

9-10

Focus

Inquiry Question(s)

Lesson Resources

What has changed?

How has our community

changed?
What features have
been lost and what
features have been
retained?

R.I.C. Australian
Curriculum History
Year 3
pg. 10-12

What has changed?

How has our community

changed?
What features have
been lost and what
features have been
retained?

R.I.C. Australian
Curriculum History
Year 3
pg. 13

What has stayed the

same?

How has our community

changed?
What features have
been lost and what
features have been
retained?

R.I.C. Australian
Curriculum History
Year 3
pg. 14-16

What has stayed the

same?

How has our community

changed?
What features have
been lost and what
features have been
retained?

R.I.C. Australian
Curriculum History
Year 3
pg.17

Quiz

How has our community

changed?
What features have
been lost and what
features have been
retained?

R.I.C. Australian
Curriculum History
Year 3
pg.75

Compiled 2015 by Brendon Peisley, Fiona Duthie and Lindsay Ralph

CHRIST CHURCH GRAMMAR SCHOOL

Year Three History Overview
Term 3
Historical Knowledge: Cultural Groups in Australia
The role that people of diverse backgrounds have played in the development and character of the local
community. (ACHHK062)
Historical Skills
Sequence historical
people and events
(ACHHS065)
Use historical terms
(ACHHS066)
Pose a range of questions
about the past
(ACHHS067)
Identify sources
(ACHHS215)
Locate relevant
information from sources
provided (ACHHS068)
Develop texts, particularly
narratives (ACHHS070)
Use a range
communication forms
(oral, graphic, written) and
digital technologies
(ACHHS071)

Week

Focus

Inquiry Question(s)

Lesson Resources

How diverse groups

shape a community

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 18-19

How diverse groups

shape a community

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 20-21

Looking at our
community

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 22-24

Comparing our
community to others

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 25

Quiz

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 76

Community
development role
models

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 26-29

Who has developed our

community?

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 30-32

Who has developed our

community?

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 33

Quiz

What is the nature of

the contribution made
by different groups and
individuals in the
community?

R.I.C. Australian
Curriculum History
Year 3
pg. 77

1-2

3-4

5-6

7-8

9-10

Compiled 2015 by Brendon Peisley, Fiona Duthie and Lindsay Ralph

CHRIST CHURCH GRAMMAR SCHOOL

Year Three History Overview
Term 4
Historical Knowledge: Celebrate Australia and Celebrations from around the world
Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony
Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of
symbols and emblems (ACHHK063)
Celebrations and commemorations in other places around the world; for example, Bastille Day in France,
Independence Day in the USA, including those that are observed in Australia such as Chinese New Year,
Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan. (ACHHK064)
Historical Skills
Sequence historical
people and events
(ACHHS065)
Use historical terms
(ACHHS066)
Pose a range of questions
about the past
(ACHHS067)
Identify sources
(ACHHS215)
Locate relevant
information from sources
provided (ACHHS068)
Develop texts, particularly
narratives (ACHHS070)
Use a range
communication forms
(oral, graphic, written) and
digital technologies
(ACHHS071)

Week

Focus
Australia Day

1-2
ANZAC Day

NAIDOC Week
3-4
Other significant days
and weeks

Symbolism of flags

5-6

Significance of
emblems

Quiz

National days around

the world

7-8

Celebrations from
around the world

More celebrations from

around the world

9-10

Quiz

Inquiry Question(s)

Lesson Resources

How and why do

people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?
How and why do
people choose to
remember significant
events of the past?

R.I.C. Australian
Curriculum History
Year 3
pg. 34-37
R.I.C. Australian
Curriculum History
Year 3
pg. 38-41
R.I.C. Australian
Curriculum History
Year 3
pg. 42-45
R.I.C. Australian
Curriculum History
Year 3
pg. 46-49
R.I.C. Australian
Curriculum History
Year 3
pg. 50-53
R.I.C. Australian
Curriculum History
Year 3
pg. 54-57
R.I.C. Australian
Curriculum History
Year 3
pg. 78-80
R.I.C. Australian
Curriculum History
Year 3
pg. 58-60
R.I.C. Australian
Curriculum History
Year 3
pg. 66-68
R.I.C. Australian
Curriculum History
Year 3
pg. 70-73
R.I.C. Australian
Curriculum History
Year 3
pg. 81-82

Compiled 2015 by Brendon Peisley, Fiona Duthie and Lindsay Ralph