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.

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.

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.

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.