|
Core
Learning Outcome |
Students explain different meanings about an
event, artefact, story or symbol from different times. |
|
Students
know: Evidence
over time |
meanings
associated with an event, artefact, story and symbol at different times ·
events e.g. -
family events -
cultural and religious events -
celebrations -
school events -
religious/holy days -
personal events ·
artefacts e.g. -
objects valued at different stages of life -
things valued in different times ·
stories e.g. -
stories from other cultures such as creation
stories, fables, fairytales -
personal stories such as personal perspectives
about a playground conflict ·
symbols e.g. -
flags and emblems -
commercial logos -
school motto -
natural features (Uluru) -
built features (Anzac memorial) |
|
Students
can: Investigating |
explain
different meanings about an event, artefact, story or symbol ·
share personal preferences about an event,
artefact, story or symbol and offer reasons ·
compare personal and others’ perspectives about
an event ·
imagine how another person may value something
and communicate this (a playground incident, climbing Uluru) ·
fill in different thought bubbles for two people
looking at the same symbol |
|
Core
Learning Outcome |
Students record changes and continuities in
familiar settings using various devices. |
|
Students
know: Changes
and continuities |
familiar
settings ·
local, regional, State, national contexts ·
natural e.g. -
local area -
small ecosystem (waterhole) ·
social e.g. -
family -
class -
peer group ·
built e.g. -
school -
shopping/service centre -
local residential -
rural -
commercial changes and
continuities ·
natural e.g. -
climate and seasons -
weather -
tides -
physical features (sand dunes, plants) -
preservation areas ·
social e.g. -
group membership -
school activities defined by bell times -
actions of familiar people -
friendships -
activity associated with various groups ·
built e.g. -
construction -
farming practice -
preservation areas |
|
Students
can: Creating |
record using
various devices ·
create time categories appropriate to changes and
continuities being recorded (days, months, tree years) ·
create a calendar to record environmental
conditions (weather, temperature) in various places identified on a map of ·
create a timeline with numerical indicators
(dates, months) based on concrete records of a change (artefacts or pictures
of a building site, farming practice, or plant growth cycle) ·
create a monthly record of observations about a
feature of a place (tree or person) and make conclusions about what changes
and what stays the same |
|
Core
Learning Outcome |
Students cooperatively evaluate how people have
contributed to changes in the local environment. |
|
Students
know: People
and contributions |
local environment ·
social places ·
natural places ·
built places how people
have contributed to changes in the local environment ·
positive contributions
e.g. -
helping -
preventing a problem -
solving a problem ·
negative contributions e.g. -
doing nothing about a problem -
creating or adding to a problem (littering,
crossing when the light is red) -
acting in a way that interferes with people’s
rights (fighting) ·
positive ways of contributing e.g. -
initiating an action group to plant native
bird-attracting plants -
volunteer work in a hospital, school or for the
disabled -
writing a protest letter with suggestions to
Council about an unsafe school crossing -
joining an organisation that plants
koala-friendly trees -
protecting the country (soldiers) ·
positive and negative changes in the local
environment e.g. -
social change (improved recreational facilities,
increased vandalism) -
changes to natural places (Clean Up Australia,
Land Care, garbage in water catchment) -
changes to built places (heritage listing of a building,
tree windbreaks on farms, visual pollution) |
|
Students
can: Participating |
cooperatively
evaluate ·
work as part of a team to evaluate how people
have contributed e.g. -
find contributions and the desired changes -
classify contributions and changes as negative or
positive -
group according to how they were achieved
(individually, joined a group, creating a work party, advertised for others
to do their bit) -
decide which methods were most successful
(created desired change) -
consider why they were most successful ·
participate in a small group to understand how
people (the elderly) contribute to the local community e.g. -
as whole group, plan interviews -
individually, conduct the interviews -
in whole group, compare results -
individually, give a preference for way/s in
which people help ·
evaluate
why a place has deteriorated (how people have contributed to the problem) |
|
Core
Learning Outcome |
Students describe cause and effect relationships about
events in familiar settings. |
|
Students
know: Causes
and effects |
cause and
effect relationships about events in familiar settings ·
personal events e.g. -
physical growth -
skill development -
milestones -
social development ·
events in natural environments e.g. -
effect of seasons on plants, lifestyle -
effect of weather on leisure -
effect of natural phenomena (lightning on safety) ·
events in built environments e.g. -
effect of building on nature -
effect of traffic on health -
effect of what is harvested on diet -
effect of technology on learning ·
events in the social environments e.g. -
why family members do particular things -
why communities celebrate certain events |
|
Students
can: Communicating |
describe cause
and effect relationships ·
explain what motivated them to do something (wear
a jacket that day) ·
use a map of the local area to describe places
where water pollution may end up after a storm ·
match causes and effects in pictures, words or
drama (a playground accident) ·
list possible causes for an event (a storm, a
party, a person’s behaviour) ·
use a calendar record of weather to describe why
elements of the environment are in their current state (grass is yellow
because of no rain) ·
describe consequences if particular things didn’t
happen |
|
Core
Learning Outcome |
Students identify similarities and differences
between the experiences of family generations. |
|
Students
know: Heritage |
the
experiences of family generations ·
generations in family structures e.g. -
kinship systems -
nuclear families -
extended families -
blended families -
communal families -
one-parent families ·
family histories (events and traditions) ·
experiences of individuals from different
generations e.g. -
care -
school -
work -
transport -
technology -
leisure ·
attitudes in different generations (children seen
and not heard) ·
enduring aspects of families (traditions) ·
role and experiences of grandparents in different
generations (care of children, care of grandparents) |
|
Students
can: Reflecting |
identify similarities
and differences ·
use a table of columns to record events,
traditions, valued objects and other aspects of life between generations ·
locate information; list all findings under
headings of generations; and make conclusions about the similarities between
generations (children like having fun, playing with friends, stories) ·
list personal experiences about getting to school
then compare to those of an elderly class guest ·
map the location of own extended family members
at two generations and compare results |