STAGE 3: (50, 100 AND 150 HOURS)
This stage has a size value of 5, 10 or 15.
At Stage 3, the focus is on present and recent past history. Students learn about their own history and that of their family:; this may include stories from different cultures and other parts of the world. As participants in their own history, learners build on their knowledge and understanding of how the past is different from the present.
Learners draw on their own experiences to help them understand and build on their knowledge of the local space around personally significant places. With support, they record ideas and reflect on their experiences of facilities and services in the community by using simple multi modal texts, images, maps, photos and models. Places will include familiar buildings or outdoor spaces in the local area.
Learners are developing an emerging understanding of spatial concepts through structured experiences within various places and their environment. They are introduced to vocabulary related to place, space, and interconnections. They may assist in the caring for and maintenance of a place. The emphasis in Stage 3 is on significant places in the local area and what they do in these places.
At Stage 3, the curriculum focuses on enabling learners to be socially active. They are becoming peer focussed and learning how to actively interact with peers. Learners are learning to name and respond to emotions. They are learning about their personal preferences, trying a variety of learning activities. With support and encouragement, they participate in an unfamiliar activity. The curriculum provides learners with opportunities to learn skills required to work in a group.
- ‘What people are part of my family?’
- ‘What is my history?’
- ‘What stories do other people tell about major milestones in my past?’
- 'How can events and stories of the past be told and shared?’
- ‘What places do I live in?’
- ‘What do I identify in this place?’
- ‘What they do in this place?
STRAND 1 – KNOWLEDGE AND UNDERSTANDING
- the people in the family and their names
- how events are celebrated, and how to assist to prepare and participate in personal, school and family events
- how the stories of their family and recent celebrations can be communicated, for example through photographs, artefacts, oral histories, and digital media.
- recognise and label familiar places in the school using a jointly constructed map
- explore names and places of local spaces and their Dreaming stories
- connections of weather to seasons
- the major features of a place and its activities
- ‘what I do in this space?’
- places regularly used at school - the location, and activities undertaken.
STRAND 2 – HUMANITIES AND SOCIAL SCIENCES SKILLS
- sequence parts within a significant event
- explore a range of sources that describe an event in the recent past
- compare features of objects from the recent past and present
- assist to construct a narrative about a significant person or past event.
- identify a familiar place and present findings using locational vocabulary, photos and visuals
- link activities to a location
- link places to their related activities and special events
- collect geographical data and information
- use images to match a familiar place to a significant feature
- indicate how they use a space based on geographical information.
STRAND 3 – PERSONAL AND SOCIAL CAPABILITY
- name emotions shown by self and match these emotions to familiar events or experiences
- change, accept and reject things based on their personal preference
- try a variety of activities, completing some steps in a set routine independently
- identify familiar adults and explore groups they belong to
- follow adult directions to intentionally participate in class activities, and follow rules and routines
- follow basic social rules regarding the sharing and care of property, and social expectations regarding behaviour
- identify reactions and solutions to familiar social problems in supported situations.