Students compare life in the olden days to their own experiences. Choose a focus: toys and games, home or transport.
Student reading: Ciddor, Anna ( 1995 ), The Goldfields Through Children’s Eyes, MacMillan, Melbourne;
Tonkin, Rachel (2000), To The Goldfields! Allen and Unwin, Sydney, Australia.
Bibliography: Life in the Good Old Days
Research notes from Sovereign Hill’s website: Life on the Goldfields; Golden Literature-Quotes from the Goldfields, 1850s School Life, Women on the Goldfields.
Videos: Woman of the Hill
Personal and Community Histories
In Foundation to Level 2, students study personal, family and local history. … As participants in their own history, students develop their knowledge and understanding of how the past is different from the present. Students also learn about continuity and change in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.
Relevant key questions:
• What is my personal and family history?
• How has family life changed or remained the same over time?
• What remains of the past are important to the local community? Why?
• How have changes in technology shaped our daily life?
- The effect of changing technology on people’s lives and their perspectives on the significance of that change
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.
Relavant key questions:
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?
(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 …