Stage1HumanSocietyandItsEnvironment.

Unit:FamiliesPastandPresent
FoundationStatement
Studentsrecountimportantfamilyandcommunitytraditionsandpractices.Theysequenceeventsinthepast andchangesintheirlives,intheircommunitiesandinothercommunities. Studentsexplorethecompositionofanumberofgroups,includingAboriginalpeoples,intheircommunityand recognise that groups have specific identifying features, customs, practices, symbols, religion, language and traditions. They acquire information about their local community by direct and indirect experience and communicatewithothersusingvariousformsofelectronicmedia. Students make comparisons between natural, heritage and built features of the local area and examine the human interaction with these features. They investigate the relationship between people and environments includingtherelationshipbetweenAboriginalpeoplesandtheland.Studentsusethelanguageoflocationin relativetermsandconstructandusepictorialmapsandmodelsoffamiliarareas. Students identify roles, responsibilities and rules within the family, school and community and explore their interaction.Theydescribehowpeopleandtechnologieslinktoproducegoodsandservicestosatisfyneeds andwants. Overview:Thisunitprovidesopportunitiesforstudentstoexplore,throughstoriestold,thereasonswhy certainpeople,eventsanddaysareimportanttothemselvesandtheirfamilies.Theunitfocusesoncontinuity andchangeindifferentfamilies,lookingatthevalueofwhatisretainedandwhychangesaremade. QualityTeachingElements:Duringterm1thefocusforqualityteachingwillbeIntellectualQuality and Significance. Particularly, IQSubstantiveCommunicationand SignificanceKnowledgeIntegration Valuesandattitudes

SocialjusticeDemocraticprocessInterculturalunderstandingBeliefsandmoralcodes EcologicalsustainabilityLifelonglearning

OutcomesandIndicators
CCS1.1 Communicatesthesignificanceofpastandpresent people,daysandeventsintheirlife,inthelivesof familyandcommunitymembersandinother communities. Identifiesandtalksaboutthelivesofpeoplein theirfamilyandcommunity. Identifiestheoriginsofsignificantdaysandevents celebratedbytheirfamilyandcommunity. Retellstheoriginalstoriesassociatedwith traditionsoftheirfamilyandcommunity. Explainswhyapersonal,familyorcommunity eventissignificant. CCS1.2 Identifieschangesandcontinuitiesintheirownlife andinthelocalcommunity. Communicatesthevalueofthecontributionof pastgenerationstocommunitylife. Describesandsequencesstagesandeventsin theirlifeandinthelivesoffamilymembers,and reflectsonthesignificanceofthesestagesand events. CUS1.3 Identifiescustoms,practices,symbols,languages andtraditionsoftheirfamilyandofotherfamilies. Givesinformationabouttheirownfamily background,includinglanguagesspokenathome, religions,traditions,practices,customs,celebrations andstories Explainswaysinwhichfamilymemberslearn

Resources:
TheBoardswebsite(http://www.boardofstudies.nsw.edu.au)lists currentavailableresourcessuchassomeselectedbackground informationsheets,websites,textsandothermaterialtosupportthis unit.Classroomvisitsbypeopleofanoldergenerationfromeither studentsfamiliesorwithinthecommunity.Taperecorder,microphone, tapes,video,digitalcamera(tocollectoralhistories).Avisittoalocal museum. Artefactsfromthepastthathavebeenkeptinstudentsfamilies.Asafe placeforartefactstobedisplayed,egacabinet.Photosofstudents families.

fromeachotheraboutcustomsandtraditions,eg recounts,songs,dances Identifiescharacteristicsthatmakeanotherfamily differentfromorsimilartotheirown. LinkstootherKLAs:

English:Thestructureandgrammaticalfeaturesofthetexttypes studentscreateandinterpret(seeabove). CreativeandPracticalArts:Roleplayingeventsinthelivesofpeople, bothpastandpresent.Representingthestoriespeopletellthrough music,dance,dramaandvisualarts.

LearningExperiences
Week6 LearningSequence1:OralHistoriesWhatIsanOralHistory? Date Havestudentsbrainstormwhattheyknowabouthistory.List theirresponses.Pointoutthatweallhaveourownfamilyhistory. Recountafamilyeventthatyourememberfromyourpast. Discusstypesofeventstheymighthaveexperienced. Jointlyconstructingarecountofapastclass/schoolevent. Emphasisetheimportanceofchronologicalsequencingin recounts.Recordstudentsoralpresentationsoftheirrecounts. Explaintostudentsthattheyaregivingoralrecountsofpast events.Pointoutthatthisiscalledoralhistoryinhistorical research,andthatitisausefulwayofgaininginformationabout thepast.Anoralhistoryisarecountratherthananinterview.The persongivingtheoralhistorygenerallygivestheinformationthat theywishtoshare.Itisimportantforstudentstounderstandthat thepersongivinginformationaboutaneventmayhavea distinctiveinterpretationofwhathappened. Havestudentsconstructtheirownrecountofafamilyevent forexampleholiday,birthdayetc. Readtextsaboutdifferentfamilymemories.Discussasaclass howdifferenttheirmemoriesare,eventhoughitwasthesame event. Week7 LearningSequence2:UsingOralHistoriesWhatDoOral Date HistoriesTellUsAboutthePast? Compareanddiscusssimilaritiesanddifferencesbetweenpast andpresenttimes.Werethereanycommonevents/experiences? Getchildrentobringinphotosoftheirfamilywhentheywere young.Havestudentsasktheirfamilyquestionswhatwerethe differenceswhentheirparentsandgrandparentswereyoung. Parentsdidnothaveallotofobjectsthatweusetodayfor exampletheyusedicecrestsforfridges,therewerenowashing Evaluation Evaluation

machinesandchildrenusedslatesinsteadofpaperetc. Usingthecategories,jointlyconstructaretrievalcharttorecord aspectsofpastandpresentlife. Discussobjectsfromthepast.Labelordrawobjectsthatwe usetodayandwhatwemightbeusinginthefuture.(Referringto thechart,askstudentstowriteabouthowlifestyleshave changed.Askthemtoconsiderhowlifestylesmaychangeinthe future.) Weeks8 LearningSequence3:ArtefactsHowDoArtifactsProvide Information? Explainthatanartefactisanyobjectmadebyhumansfor theiruse.Discussthatarefactsareoldobjectsusuallyfoundina museumandwhytheyarekept. Askstudentstobringinartefactsthatpeopleintheirfamily havekeptfrompasttimes(notknives,weaponsordangerous goods). Discussthevalueoftheseitemsandthecarethatmustbe takenindisplayingthematschool. Discusstoolsaboriginesusedandthetoolstheymightuse today. Discussthethingsfromourtimethatmaybeartifactsinthe future. Weeks 910 LearningSequence4:ValuedStoriesWhatStoriesAreToldin Date Families? Discussanyfolkstoriesortraditionaltalesthataretoldin studentsfamilies.ReadsomeaboriginalstoriesHowtheEmu LostitsTailetc.Listsomeofthestories.Aresomestoriesunique toparticularfamiliesinthecommunity(includebothwrittenand spokentexts)?Askstudentsaboutthepurposeofthestoriesand theintendedaudience. Somestorieshavebeenpasseddownfromgenerationto generation.Askstudentswhythesestoriesarestilltold,for exampletheyentertain,becausetheyteachalesson. Exploreexamplesoftraditionalstoriesthathavebeen told/retoldindifferentwaysbydifferentcultural groups/individuals. Usearetrievalcharttocategorisethesestories.Recordthe purposeofeachstory,egtoentertain,toteachushowtobehave, tosharecultural/spiritualknowledge. Havestudentscomparecharacters,settingsandeventsinthe stories. Havestudentsreflectonoralhistories,recountsand narrativesthattheyhaveheardoverthecourseoftheunit. Evaluation Date Evaluation

Developclassgeneralisationsaboutsimilaritiesanddifferencesin thetexts. Week11 Catchupweekorrevision Assessment: MyFamilyStory(Childrendiscuss/giveanexampletotheirclassaboutfamilyeventthatoccurred beforetheywerebornthisispartoftheirhomework). Childrenpresentanoralpresentationonhowlifestyleshavechangedfortheirparentsand grandparents. Arecount Evaluation