|
Core Learning Outcome |
Students
describe their past and their future using evidence from familiar settings. |
|
Students know: Evidence over time |
evidence from familiar
settings ·
artefacts ·
photographs ·
birth certificates ·
home videos ·
story books ·
family stories from family, friends and carers ·
personal recollections their past ·
stories about e.g. -
being born -
growing -
birthdays -
family events -
memorable incidents -
achievements their future ·
physical developments ·
abilities ·
interests ·
roles and responsibilities ·
hopes for the future and how to achieve them (to
have friends, be friendly to others) |
|
Students can: Investigating |
use evidence ·
recount family stories ·
explain photographs of themselves ·
compare measurements on personal growth chart ·
compare literature with personal experiences ·
make personal forecasts based on stories of older
children’s experiences ·
arrange a display of artefacts associated with a
personal event or development ·
enact a personal event from their past |
|
Core Learning Outcome |
Students
sequence evidence representing changes and continuities in their lives. |
|
Students know: Changes and continuities |
changes in students’
lives ·
stages in students’ lives (baby, toddler,
preschool, primary school) ·
changing physical features of stages of their
lives (height, size) ·
changing emotional behaviours (crying to meet
needs, asking for things) ·
changing social features of stages of their lives
(playgroup, parties, leisure, roles and responsibilities in various groups) ·
changing ways of meeting human needs at different
stages e.g. -
food (bottle, soft foods, school lunchbox) -
clothes (for crawling around, sport, school) -
love (hugs, words, actions, special treats) continuities in students’
lives ·
continuous physical features (same eye colour,
skin colour) ·
continuous social features (attending school,
making friends) ·
continuous emotional features (feelings,
emotional responses to pain, sadness, happiness) ·
constant human needs (food, love, shelter, clothing,
education) |
|
Students can: Creating |
sequence evidence ·
draw pictures of physical changes, abilities,
etc. over time ·
make records of physical changes (bar graph with
paper strips indicating changing height over time) ·
list ways that they are the same adults (needs,
feelings) ·
sequence photographs of themselves at different
stages using criteria such as age, height, abilities ·
list ‘doing’ and ‘describing’ words beside
‘stages of life’ headings on a personal or class chart ·
forecast possible changes and continuities in
their next year level |
|
Core Learning Outcome |
Students share
points of view about their own and others’ stories. |
|
Students know: People and contributions |
range of own and others’
stories ·
oral (personal stories, peer stories, family
stories) ·
written ·
dramatic (pantomime) ·
video/film ·
sand stories ·
string stories ·
puppetry stories |
|
Students can: Participating |
share points of view ·
give points of view
(this story is about…; this is my favourite story because…) ·
listen attentively to others’ points of view ·
explain personal preferences about aspects of
stories or for certain types of stories ·
share emotional
responses to stories (makes me feel…) ·
dramatise interpretations of a story ·
show respect for others’ points of view by
offering positive feedback, verbal and/or non-verbally |
|
Core Learning Outcome |
Students
describe the effects of a change over time in a familiar environment. |
|
Students know: Causes and effects |
familiar environments ·
natural ·
built ·
social ·
home ·
school ·
local community effects of changes ·
effects of seasonal changes on food, clothes,
human activity, animal behaviour, plants ·
effects of personal development changes (new
abilities, new responsibilities) ·
effects of changes in built environment
(inconvenience of building site, new activity associated with new playground,
new road crossing) ·
effects of changes in social environment (new
class routines, changed roles after a baby arrives in familiar, changed
activities associated with cultural events, changed group membership) |
|
Students can: Communicating |
describe effects ·
use appropriate language to describe effects of changes
(bigger, greener, oldest, coldest, dead, growing, maybe, because) ·
record changes in picture, photo or display form
and annotate with effects ·
create a concept map based on an observed change
(Christmas is coming), and complete with effects (changes in social activity
and built environment) |
|
Core Learning Outcome |
TCC 1.5 Students identify what
older people value from the past. |
|
Students know: Heritage |
what older people value
from the past ·
things -
special places -
toys -
clothes ·
lifestyle -
pace of life -
family -
home life -
leisure activities -
transport ·
traditions -
celebrations -
ways of speaking ·
social structures -
going to school -
home jobs -
gender roles -
friends |
|
Students can: Reflecting |
identify what is valued ·
ask questions about what older people value
(guest speaker) ·
circle items in a word list or picture chart
which represent what is valued by familiar older people ·
make comparisons (what they value and what older
people value) |