family2.jpgPresent and Past Family Life

Key inquiry questions

How has family life changed or remained the same over time?
How can we show that the present is different from or similar to the past?
How do we describe the sequence of time?
Knowledge and Understanding
Differences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028)
•comparing families in the present with those from the recent past (the families of parents and grandparents) in terms of their size and structure (for example the different types of family such as nuclear, single parent, blended)
•discussing kinship as an important part of relationships and family structures in Aboriginal and Torres Strait Islander societies (for example the extent of a kinship system and the way in which it influences people's relationships, obligations and behaviour towards each other)
•examining and commenting on the roles of family members over time (for example listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example work outside the home, washing, cooking, cleaning, gardening, child care)
Aboriginal Torres Straight Is history and culture
Knowledge and Understanding
How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029)
•discussing, for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons, and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’ and ‘then’
•discussing how some cultures, for example the Chinese, describe a child as being one year old on the day they are born
•identifying dates and changes that have personal significance (for example birthdays, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to children’s cultural backgrounds
•examining Aboriginal and Torres Strait Islander seasonal calendars (for example the Gagadju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three
Intercultural understanding. , Literacy , Numeracy
Aboriginal Torres Straight Is history and culture, Asia and Australia’s engagement with Asia
Knowledge and Understanding
Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)
•examining and commenting on photographs and oral histories (for example talking to parents, grandparents and other elders) to find out how daily lives have changed
Critical and creative thinking , Personal and social competence

Chronology, terms and concepts
Sequence familiar objects and events (ACHHS031)
•using visual sequences of time such as a ‘days of the week’ chart, a class timetable or a calendar and marking significant dates on them
•creating a timeline, slideshow or story using photos
Numeracy , Personal and social competence

Chronology, terms and concepts
Distinguish between the past, present and future (ACHHS032)
•identifying vocabulary of the past (for example words for objects from childhood games and leisure such as jacks, elastics, record player, transistor) when making then/now comparisons
•using terms to denote time (for example ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘generations’)
Critical and creative thinking , Literacy , Numeracy

Historical questions and research
Pose questions about the past using sources provided (ACHHS033)
•inquiring from parents and members of older generations about past and present families (for example number of children, number of people living in the household, roles of the parents and children)
•discussing what life was like for their parents and grandparents by examining everyday objects (for example telephone, radio, cooking utensils, toys), photos and stories from the past, using ‘What’? How’? ‘When’? ‘Why?’ questions
Critical and creative thinking , Intercultural understanding. , Personal and social competence

The analysis and use of sources
Explore a range of sources about the past (ACHHS034)
•discussing with parents and grandparents about life in the past
•exploring stories from and about the past (for example letters, diaries, radio or television programs)
Critical and creative thinking , Intercultural understanding. , Personal and social competence

The analysis and use of sources
Identify and compare features of objects from the past and present (ACHHS035)
•comparing objects from the past with the present to identify similarities and differences (for example toys, whitegoods, televisions, radios)
Critical and creative thinking , Literacy

Perspectives and interpretations
Explore a point of view (ACHHS036)
•representing similarities and differences between students’ daily lives and those of their parents and grandparents in graphic form (for example Venn diagram, y-chart)
Critical and creative thinking , Intercultural understanding. , Numeracy

Explanation and communication
Develop a narrative about the past. (ACHHS037)
•relating a story about life in their parent’s or grandparent’s time (orally or through pictures and photographs)
•describing their families or an event that has personal significance
Literacy , Personal and social competence

Explanation and communication
Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038)
•representing ideas and creating imaginative responses through writing, roleplay, speaking, drawing
ICT, Literacy