STAGE 4: (50, 100 AND 150 HOURS)
This stage has a size value of 5, 10 or 15.
In Stage 4, the focus is on present and past history. Learners learn about their own history and that of their family and local community; 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. They begin to make comparisons between the present and the past.
Learners use their own experiences to develop their knowledge and understanding of personally significant places. They assist in collecting information about places such as the spaces, features and environmental and human characteristics. They explore different ways to communicate their ideas about different places through the use of multimodal texts, images, maps, photos and models. Places will include a range of familiar and less familiar buildings and outdoor spaces in the local area.
Learning about places and building a connection with them, contributes to the learner’s sense of identity and awareness. The emphasis in Stage 4 is on the significant places learners regularly visit, their major characteristics, purpose and how learners connect with each place. They may also explore how a place is affected by natural factors, and the environmental issues associated with the place.
In Stage 4, students learn to be socially perceptive and to guide their behaviour across a range of familiar situations. They learn to adhere to class practice, offer assistance, share, initiate activities and regulate emotional expression. They are learning to name emotional responses and are becoming aware of how their reactions impact on others. On a personal level they are learning about their characteristics, strengths and preferences. The curriculum provides opportunities for learners to build their independence to establish and maintain friendships and skills required to work in a small group.
- ‘What is my history and what objects relate to this?’
- ‘What stories do other people tell about my past?’
- ‘How can stories of my past be told and shared?’
- ‘What places do I regularly visit?’
- ‘What are the major features of each place?’
- ‘What does the place look like?’
- ‘What is my special space in this place?’
STRAND 1 – KNOWLEDGE AND UNDERSTANDING
- ‘who are the people in my family are and how they are related to me?’
- how they, their family and their community celebrate past events that are important to them
- how the stories of their past can be communicated, for example through photographs, artefacts, oral histories and digital media.
- locating familiar places and labelling place and purpose
- the major features of a place and their location
- what people do in specific spaces
- ways weather and seasons are described
- places used regularly in the community, their location, activities undertaken here and frequency of visits
- the Countries/Places that Aboriginal and Torres Strait Islander people belong to in the local area.
STRAND 2 – HUMANITIES AND SOCIAL SCIENCES SKILLS
- sequence significant family milestones
- explore a range of sources that describe families in the past
- identify and compare features of objects used by the family from the past and present
- develop a narrative about a significant family member and/or place.
- identify familiar places and their features, using photos and location vocabulary
- describe the location of a familiar place and the related activities
- identify personally significant places and their connection and importance
- reconstruct geographical data and information
- model or draw key features of a familiar place
- answer yes/no questions about a place based on geographical observations and information.
STRAND 3 – PERSONAL AND SOCIAL CAPABILITY
- name a range of emotions and describe how these are expressed or shown
- identify characteristics of self and share their likes and dislikes
- categorise familiar people and members of their family and class
- work with various peers, including participating in an activity not of their choosing
- respond to others in group situations, playing or working in a small group cooperatively
- demonstrate some understanding that negative words and actions are hurtful and that their behaviour can impact on others
- identify situations that could be a problem or challenge, and discuss relevant self-help skills.