HISTORY-+0+FOUNDATION

=﻿FOUNDATION HISTORY=

= Personal and Family Histories =

Key inquiry questions
What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared? •naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map || Critical and creative thinking, Intercultural understanding. , Personal and social competence ||  || (ACHHK001) || •using images and stories to identify similarities and differences between students' families and those of other children (in their class and in stories about children in other places, for example the countries of Asia) •exploring family structures of Aboriginal and Torres Strait Islander Peoples (for example where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing) || Critical and creative thinking, Intercultural understanding. , Personal and social competence || Aboriginal Torres Straight Is history and culture, Asia and Australia’s engagement with Asia || (ACHHK002) || •discussing ‘Welcome to Country’ and recognising that the country, place and traditional custodians of the land or sea are acknowledged at ceremonies and events as a mark of respect || Intercultural understanding. , Numeracy, Personal and social competence || Aboriginal Torres Straight Is history and culture, Asia and Australia’s engagement with Asia || (ACHHK003) || •sharing the story of an object from home, describing its importance to the family (for example photographs, old toys, statues, medals, artwork, jewellery) and creating a class museum •recognising that stories of the past may differ depending on who is telling them (for example listening to stories about the same event related by two different people such as a mother and a grandmother) || Critical and creative thinking, Intercultural understanding. , Literacy, Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHK004) || •posing questions about family or about personal photographs, for example ‘How old was I?’ ‘Where was I?’ ‘What was I doing?’ •posing questions about artefacts, for example ‘Is it old or new?’ ‘What was it used for?’ || Critical and creative thinking, Literacy ||  || (ACHHS017) || •describing interesting features of objects and photographs connected to the past || Critical and creative thinking, Literacy ||  || (ACHHS018) || •suggesting ideas about what objects from the past may have been used for •comparing objects from the past with those of the present, using comparative language such as 'older', 'newer' (for example 'This toy is older'; 'That computer game is more fun than...') || Critical and creative thinking, Literacy ||  || (ACHHS019) || •retelling a story about a significant event a student’s family celebrates or commemorates such as birthdays, weddings, christenings, religious festivals || Critical and creative thinking, Literacy ||  || (ACHHS021) ||
 * SUB-STRAND || ELEMENT || ELABORATION || GENERAL CAPABILITIES || CROSS-CURRICULA PRIORITIES || ELEMENT CODE ||
 * Knowledge and Understanding || Who the people in their family are, where they were born and raised and how they are related to each other (ACHHK001) || •identifying the different members of a family, (for example mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members
 * Knowledge and Understanding || The different structures of families and family groups today, and what they have in common (ACHHK002) || •considering a range of family structures, (for example nuclear families, only child families, large families, single parent families, extended families, blended families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages
 * Knowledge and Understanding || How they, their family and friends commemorate past events that are important to them (ACHHK003) || •making a calendar of commemorative events that students, their family and friends celebrate, (for example birthdays, religious festivals (such as Easter, Ramadan, Buddha day, feast of Passover), family reunions and community commemorations (NAIDOC week, and ANZAC day) and discussing why they are important
 * Knowledge and Understanding || How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums (ACHHK004) || •engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander peoples and recognising that the past is communicated through stories passed down from generation to generation
 * Chronology, terms and concepts || Sequence familiar objects and events (ACHHS015) || •ordering significant personal events or milestones using photographs or drawings (such as walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day at school) || Numeracy, Personal and social competence ||  || (ACHHS015) ||
 * Chronology, terms and concepts || Distinguish between the past, present and future (ACHHS016) || •using simple terms to denote time when students talk about their experiences (for example 'then', 'now', 'yesterday', 'today', 'tomorrow') || Literacy, Numeracy ||  || (ACHHS016) ||
 * Historical questions and research || Pose questions about the past using sources provided (ACHHS017) || •inquiring from members of their families where they were born and raised
 * The analysis and use of sources || Explore a range of sources about the past (ACHHS018) || •identifying relevant features of photographs of family and friends
 * The analysis and use of sources || Identify and compare features of objects from the past and present (ACHHS019) || •distinguishing between what is old and what is new, using such clues as the condition of the object
 * Perspectives and interpretations || Explore a point of view (ACHHS020) || •inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today || Critical and creative thinking, Intercultural understanding. , Personal and social competence ||  || (ACHHS020) ||
 * Explanation and communication || Develop a narrative about the past (ACHHS021) || •relating a story about their own life or describing an event they have experienced (orally or through pictures and photographs)
 * Explanation and communication || Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS022) || •representing ideas and creating imaginative responses through talking, drawing and play || ICT, Literacy ||  || (ACHHS022) ||