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The General Capabilities as outlined in the Australian Curriculum (ACARA, 2025) inform the pedagogical process for learning plans within the classroom, ultimately influencing the way students participate in the classroom through the different tools and resources that need to be employed within the classroom.

As a teacher, a central role for guiding student’s learning is illustrated through modelling, supporting, giving feedback and practice opportunities. Within the context of History, students analyse historical sources critically whilst being guided by using structured activities employing digital tools that support literacy and creative thinking outcomes. Regular feedback looks that are constrictive allows touchpoints to provide developmental support for creative and critical thinking, and reinforcement of learning processes through reflective practice supports the personal capability of students in their learning process.

For students, they can take ownership of their learning and work towards achieving the General Capabilities through different learning formats. This includes inquiry based learning, where students perform historical enquiries through gathering sources to answer questions they develop to draw conclusions, work in a collaborative manner with their peers in their investigations, conduct additional independent research and then ultimately present and communicate information, providing an opportunity to present their findings, demonstrate their learning and use digital tools that support strong learning outcomes.

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The General Capabilities apply in a digital sense to Year 9 History through supporting Digital Literacy, Critical & Creative Thinking, Ethical Understanding and Intercultural Understanding. Through activities including analysing historical sources, performing inquiries and presenting these using digital tools, students can display these general capabilities. Students become discerning users, productive creators & critical thinkers using digital solutions to interpret, evaluate, respond to and create increasingly challenging texts and images through historical sources. Students consider bias, historical context and the impacts of historical events on current society to display ethical understanding. Furthermore, students learn to consider and value a range of inputs, fostering achievement of intercultural understanding. Ultimately, these general capabilities provide the ability to demonstrate historical knowledge and skills that are outlined in the General Capabilities.

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A selection of resources and tools to assist with learning outcomes. This includes a mapping of General Capabilities to remain grounded in outcomes that need to be achieved when utilising Digital Tools.

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Data driven software that supports interactive video lessons with learning touchpoints in the form of quizzes. It can be student driven and real time feedback can be provided through data outcomes on questions students answer.

The use of this resource in a learning sequence allows students to perform effective knowledge checks and supports the critical evaluation of sources in answering sets of questions.

Therefore, this resource could be strong in the learning sequence when used during the general learning process rather than as a tool used for formal assessment purposes, particularly as the opportunities for open feedback loops with the teacher provides an opportunity to support elevated student outcomes for knowledge & understanding of content.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Collaborative website with a global audience. The capability to visualise specific moments in history with real-life physical locations in a modern context is invaluable for recognition.

The resource ultimately can encourage students to connect broader concepts with local or regional history, supports visual learning and narrative based learning, promotes personal agency over student learning and fosters an understanding of the ability to contribute to educational and historical archives as a member of society.

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Please add a little information about your project.

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Use alongside other resources to contextualise geographical and historical knowledge within a real world, physical and present context.

This supports higher-order learning through facilitating the link learning concepts with familiar experiences and local communities for students. This resource would be effective to supplement another digital resource, such as Google Docs to create interactive map screenshots for annotation purposes.

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Find local businesses, view maps and get driving directions in Google Maps.

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A Learning Sequence containing an ICT Plan, Unit Plan, APST reflections, Student Profile & Student Narrative

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Throughout undertaking EDSE12024, I have established connections with my peers and explored various resources as a student collective that can assist in the conducting of digital pedagogy in schools. Through discussions and accessing the blogs of my peer's, I have been able to locate some great resources for designing lessons that focus on digital pedagogy. I focused on digital tools in writing learning sequences and creating a curated collection that drew from self found and peer found resources. The tools prioritise inquiry, collaboration and engagement through providing the means of creativity and student agency through digital literacy. Using tools such as Edpuzzle and collaborative software such as Google Docs, the facilitation comprehension enhancement through embedded prompts, as well as the means to collaborate with peers in real time provides students a sense of broader ownership over their learning process and feelings of mutual success. Throughout this unit, ethical digital practices have been reinforced through highlighting methods as to how students can be protected when engaging with digital tools. Ultimately, on reflection of the Australian Professional Standards for Teachers, ICT has been used to expand access to the curriculum for students with different learning needs (APST 2.6), engaging learners through using digital tools (APST 3.4) and promoting ethics when using digital tools and resources (APST 4.5).