The History Hunters story unit supports teachers and schools in the implementation of all the three dimensions of the Australian Curriculum in an authentic and purposeful way both inside and outside the classroom through the Blanket Role (History Hunters), which enables students to apply their learning to real situations and places and deepen and expand their understanding of curriculum content and ideas. Students are inspired and guided by the characters in the program-specific story (The History Hunters of Pullenvale) to develop as successful learners, confident and creative individuals and active and informed citizens.
Below you will find the Learning Areas - and their key content descriptors and acheivement standards (AC v.9) - embedded within this story unit and excursion program, as well as the relevant General Capabilities elements and sub-elements and Cross-Curriculum Priorities aspects. For more information on 'second tier' links within these Learning Areas - as well as within The Arts: Drama and Music - that you may choose to activate within your story unit, please contact our bookings team to request a copy of to our History Hunters Additional Resources PDF.
If you belong to a State School following the DoE AC v.9 exemplar year level plans (and corresponding unit sequencing), the History Hunters unit aligns with elements within the concurrent Year 2 unit:
- HASS Unit 1 (Our community, our past)
For schools working with adjustments to unit sequencing, strong learning links can also be made to content within:
- English Unit 2 (Understanding and creating informative texts)
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Strands
| Knowledge and Understanding
| Inquiry and Skills |
Sub-strands & content descriptors -Year 2
| History (History Hunters investigate): - local individuals, groups, places or buildings and the reasons for their importance, including social, cultural or spiritual significance (AC9HS2K01)
- how technological developments changed people’s lives at home, and in the ways they worked, travelled and communicated (AC9HS2K02)
Geography(History Hunters) understand the interconnections of First Nations Australians to a local Country / Place (AC9HS2K04) | Questioning and researching (History Hunters) develop questions about objects, people, places and events in the past and present (AC9HS2S01) Interpreting, analysing and evaluating(History Hunters): - interpret information and data from observations and provided sources, including the comparison of objects from the past and present (AC9HS2S03)
- discuss perspectives related to objects, people, places and events (AC9HS2S04)
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Achievement Standard
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By the end of Year 2, students identify the significance of a local person, group, place and/or building. They identify the effects of changes in technologies on people's lives. Students identify that places can be spatially represented in different geographical divisions. They identify how people and places are interconnected both at local and broader scales. Students develop questions, and collect, sort and record related information and data from observations and provided sources. They interpret information and data, and identify and discuss perspectives. Students use interpretations to draw conclusions and make proposals. Students use sources, and subject-specific terms to present narratives and observations about the past, people and places at different scales.
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Strand
| Language
| Literacy |
Sub-strands & content descriptors - Year 2
| Language for expressing and developing ideas (History Hunters): - understand that images add to or multiply the meanings of a text (AC9E2LA08)
- experiment with and begin to make conscious choices of vocabulary to suit the topic (AC9E2LA09)
| Interacting with others (History Hunters) use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions (AC9E2LY02) |
Achievement Standard
| By the end of Year 2, students interact with others, and listen to and create spoken texts including stories. They share ideas, topic knowledge and appreciation of texts when they recount, inform or express an opinion, including details from learnt topics, topics of interest or texts. They organise and link ideas, and use language features including topic-specific vocabulary and features of voice.
They read, view and comprehend texts, identifying literal and inferred meaning, and how ideas are presented through characters and events. They describe how similar topics and information are presented through the structure of narrative and informative texts, and identify their language features and visual features. They use phonic and morphemic knowledge, and grammatical patterns to read unfamiliar words and most high-frequency words. They use punctuation for phrasing and fluency.
They create written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences. They use text structures to organise and link ideas for a purpose. They punctuate simple and compound sentences. They use topic-specific vocabulary. They write words using consistently legible unjoined letters. They spell words with regular spelling patterns, and use phonic and morphemic knowledge to attempt to spell words with less common patterns.
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Elements
| Inquiring
| Analysing
| Reflecting
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Sub-elements -
Level 2
| Develop questions
(History Hunters): develop questions to explore a familiar idea or topic; and that reflect their curiousity about the world
| Interpret concepts and problems (History Hunters) identify the main parts of a concept or problem and describe how these relate to each other
Draw conclusions and provide reasons(History Hunters) draw conclusions and make choices when completing tasks and explain the reasons for choices made | Transfer knowledge (History Hunters) use ideas and information from a previous experience to inform similar learning experiences |
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Elements
| Understanding ethical concepts and perspectives
| Responding to ethical issues
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Sub-elements - Level 2
| Explore ethical concepts (History Hunters) identify ethical concepts, such as honesty and fairness, and describe actions and behaviours associated with these
Examine values, rights and responsibilities and ethical norms(History Hunters) identify values, rights and responsibilities and shared expectations, and explain why these are important | Explore ethical issues (History Hunters) identify different perspectives and approaches when discussing ethical issues from a given example Making and reflecting on ethical decisions(History Hunters) identify examples of how perspectives and values influence decision-making |
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Elements
| Speaking and Listening
| Reading and Viewing
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Sub-elements: Year 2
| Listening (P4) (History Hunters can) respond to simple and elementary texts; experiment with a small range of listening strategies; recall specific information, answer literal and simple inferential questions and infer obvious meaning from a spoken text; use learnt vocabulary and simple adjectives to recount key ideas
Interacting (P3)In small group and whole-class discussions, (History Hunters can): listen actively to stay on topic; take an active role by volunteering ideas and opinions; ask relevant questions for clarification or to find out others' ideas; take turns; interact using appropriate language to complete tasks | Understanding texts - Comprehension (P5) (History Hunters can): locate directly stated information; recount or describe sequenced ideas or information; identify a clearly evident main idea in a simple text; listen to texts to engage with learning area content; draw obvious inferences by integrating print, visual and audio aspects of simple texts
Understanding texts - Vocabulary (P5)(History Hunters can): identify key words and the meaning they carry |
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Elements
| Self-management
| Social awareness
| Social management
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Sub-elements - Level 2
| Goal setting (History Hunters) collaboratively develop goals to improve learning Perseverance and adaptability (History Hunters) demonstrate perseverance and adaptability with unfamiliar tasks
| Community awareness (History Hunters) describe how they contribute to their communities and how others care for and assist them | Communication (History Hunters) use a range of skills to enhance verbal and non-verbal communication
Collaboration(History Hunters) participate cooperatively in groups on common tasks and activities |
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Aspects
| Country / Place
| Culture
| People
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Organising ideas
| A_TSICP1 (History Hunters) recognise that First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways | A_TSIC2 (History Hunterss) understand that First Nations Australians' ways of life reflect unique ways of being, knowing, thinking and doing A_TSIC3(History Hunterss) recognise that the First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures | A_TSICP1 (History Hunters) understand that Australia has 2 distinct First Nations Peoples; each encompasses a diversity of nations across Australia. Aboriginal Peoples are the first peoples of Australia and have occupied the Australian continent for more than 60,000 years. Torres Strait Islander Peoples are the First Nations Peoples of the Torres Strait and have occupied the region for over 4,000 years A_TSICP3(History Hunters) recognise that the significant and ongoing contributions of First Nations Australians and their histories and cultures are acknowledged locally, nationally and globally |
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Aspects
| Systems
| World Views
| Futures
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Organising ideas
| SS1 (History Hunters) recognise that all life forms, including human life, are connected through Earth's systems on which they depend for their wellbeing and survival
SS2(History Hunters) understand that sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments | SW1 (History Hunters) recognise the interdependence of Earth's systems, and value diversity, equity and social justice, as essential for achieving sustainability.
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SF2 (History Hunters) recognise that sustainable futures require individuals to seek information, identify solutions, reflect on and evaluate past actions, and collaborate with and influence others as they work towards a desired change |