Students experience aspects of daily life in the nineteenth century.
Student reading: Ciddor, Anna ( 1995 ), The Goldfields Through Children’s Eyes, MacMillan, Melbourne;
Bibliography: Life in the Good Old Days
Research notes from Sovereign Hill’s website: 1850s School Life, Women on the Goldfields.
Videos: Woman of the Hill, Sovereign Hill Favourites
Community and First contacts
In Levels 3 and 4, students explore the history and diversity of their community and the celebrations and commemorations, symbols and emblems important to Australians and others. They are introduced to world history and movement of peoples…
Relavant key questions:
Who lived here first and how do we know?
How has our community changed? What features have been lost and what features have been retained?
- A significant example of change and a significant example of continuity over time in the local community, region or state/territory
From Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.
What are places like?
How and why are people connected to their place and other places?
What makes a place special?
How can we care for places?
A significant example of change and a significant example of continuity over time in the local community, region or state/territory
(From Foundation to Level 2), students communicate with peers, teachers, known adults, and students from other classes (and community members L2).
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform (and persuade L2) …
Critical and Creative Thinking
From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop an understanding that thinking can be made explicit.
Personal and Social Capabilities
In Levels 1 and 2, the curriculum focuses on enabling students to learn about making and keeping friends and understanding the effects that their actions have on others. Students extend their vocabulary to describe the emotions they experience when interacting with others. Students develop an understanding that others can have different opinions and they learn to identify appropriate ways to respond to these differences. The curriculum provides opportunities for students to use skills required for participation in group tasks. Students practise the skills to solve simple problems …