Integrated Learning and Teaching Sequence – Year One History
Lesson Content descriptor
History – Present and past
family life:
The differences and
similarities between students'
daily lives and life during their
parents' and grandparents'
childhoods (e.g., family
traditions, leisure time,
communications) and how
1 daily lives have changed
(ACHASSK030)
History – Present and past
family life:
The differences and
similarities between students’
daily lives and life during their
parents’ and grandparents’
childhoods (e.g., family
traditions, leisure time,
2 communications) and how
daily lives have changed
(ACHASSK030)
Specific objective
By the end of the lesson the students will
be able to;
1. Identify different aspects of
their own daily life, considering
the technology that they use,
how they spend their time,
what they are expected to do
at home and at school.
2. Suggest possible differences
between their own daily life
now, and the life of their
parent or grandparent when
they were a child.
By the end of the lesson the students will
be able to;
1. Identify areas in which their
daily life now would differ
from their parents’ and
grandparents’ daily lives as
children – e.g., technology,
toys and games, schooling,
communication etc.
2. Write at least four interview
questions to ask a parent or
grandparent about their daily
life when they were a child.
Learning Activity Resources Assessment
In this lesson, the students will be introduced to the history topic that Diagnostic Assessment
they will be exploring – comparing the daily lives and experiences of • Digital technology – iPads
themselves with those of their parents and grandparents. – apps for recording visual Diagnostic Assessment will be
and written information conducted in this lesson for the
The students will begin by thinking about how they spend their daily e.g., Canva, Pic Collage, or educator to determine students’
lives, as their own life will be the frame of reference from which they Book Creator existing knowledge on this topic.
explore and make comparisons to the lives of others close to them.
The students will spend time considering things that are important to • Letter home to families – Diagnostic assessment will be in the
their daily life – these will be brainstormed as a class – e.g., what they explaining the unit of work form of observation and anecdotal
eat, what they play with, what they do in their spare time, what and how families will be notes about the students’ prior
technology they use, and what school is like.
Independently, the students will choose how they would like to
involved knowledge and understanding. The
anecdotal notes will focus on the
represent these initial ideas – in drawing, writing, taking photos, or lesson objectives and students’
recording themselves talking about aspects of their daily life. initial engagement and responses to
The students will then be asked to think about whether their parents questions posed in the lesson.
or grandparents (choice of who they will focus on) had similar
experiences when they were 5/6 years old. The students will make
predictions about how they think their current experiences compare
to those of their parents or grandparents, and these predictions will
be recorded in written or visual form also.
The students will think about the different aspects of everyday life Formative Assessment
that they could further explore in considering their parents’ or
grandparent’s lives. • Children’s Literature - Formative assessment in this lesson
The students will work in pairs to brainstorm questions that they Wilfrid Gordon McDonald will be in the form of a checklist.
would like to ask their parent or grandparent (or other important Partridge by Mem Fox
adult in their life) to find out whether their predictions and ideas are The educator will use a simple
true to the real experiences of those in their family. checklist to assess the students’
The students will formulate their interview questions, thinking about interview questions and the areas
the different areas of daily life that they explored in the previous that they have chosen to explore
lesson, and questions that they could pose about this. At the end of
the lesson the students will share their questions with the class and
further.
will have continued opportunity to add questions to their interview
The students will have until the second last lesson (roughly two
weeks) in the sequence to conduct this interview and can record
responses however they choose (a letter will be sent home to
families).

History – Present and past
family life:
The differences and
similarities between students’
daily lives and life during their
parents’ and grandparents’
childhoods (e.g., family
traditions, leisure time,
3 communications) and how
daily lives have changed
(ACHASSK030)
History – Present and past
family life:
The differences and
similarities between students’
daily lives and life during their
parents’ and grandparents’
childhoods (e.g., family
4 traditions, leisure time,
communications) and how
daily lives have changed
(ACHASSK030)
History – Present and past
family life:
The differences and
similarities between students’
daily lives and life during their
parents’ and grandparents’
5 childhoods (e.g., family
traditions, leisure time,
communications) and how
daily lives have changed
(ACHASSK030)
By the end of the lesson the students will
be able to
1. Communicate what they notice
about the artefacts presented,
and suggest the role that these
objects might have played in
daily life in the past – E.g., Are
they similar or different from
the ways we communicate
today? How?
2. Work collaboratively to create
a timeline of artefacts –
ranging from what they believe
to be the oldest to what they
believe to be the newest,
justifying their decisions.
By the end of the lesson the students will
be able to;
1. Use the information that they
have obtained to state the
similarities and differences
that they have discovered
between their own daily life
and the daily lives of children
in the past.
2. Reflect on their own learning,
suggesting changes that may
have occurred in their thinking
throughout the lesson
sequence.
By the end of the lesson the students will
be able to;
1. Communicate their learning
with a focus on what they have
identified as being the
differences between their daily
life and the daily lives of their
parents and grandparents
when they were children.
2. Create a poster that represents
their ideas using both text and
visual elements to
communicate information
effectively.
In this lesson, the students will engage in hands-on exploration of • ABC Education Video – Formative Assessment
artefacts central to daily life over the last 50-100 years. Things our Grandparents
The students will have the opportunity to explore multiple artefacts – used when they were Formative assessment in this lesson
technology, toys and games, clothing, and respond to questions Children will be in the form of anecdotal
around the objects. notes based on the lesson
• Artefacts from the past – objectives and students’
The students will discuss whether they think their parent or E.g., rotary dial phone, old engagement in the learning
grandparent would have used these objects in their daily life when mobile phone, old activities.
they were a child, or whether the objects are from even longer ago. computer, typewriter,
The students will be asked to line up the objects in a timeline from
chalk boards for school, old
toys (dolls and games etc.)
The educator will use a set of
questions to guide observation of
what they believe to be the oldest, to what they believe to be the students as they engage in the
newest, and will be asked to justify their choices. • Contemporary activities, focussing on students
counterparts to these older who may require additional
artefacts – to make support.
comparisons
In this lesson, the students will bring in the responses to their Formative Assessment
interview questions, after having interviewed their parent or • Venn diagram template
grandparent (or another significant adult in their life). Formative assessment in this lesson
• Student self-assessment will be in the form of student self-
The students will work independently to create a Venn diagram that slip assessment and reflection.
represents their findings about the similarities and differences
between their own daily life and the daily life of their chosen adult The students will reflect on their
when they were a child. This will be created using the interview own learning and engagement, and
responses and information and understandings that the students have
gained through their explorations.
how their knowledge and
understandings have developed
The students will then reflect on their learning, comparing their initial through their explorations. The
thoughts from the first lesson with their findings from their interview educator will use this self-
with a chosen adult. The students will reflect on how their knowledge assessment to determine whether
and understandings have changed now that they have explored the students have been able to
sources of information about the past. They will complete a self- effectively engage with learning in
assessment to record this evaluation and reflection. the unit of work.
In the final lesson, the students will represent their learning from the Summative Assessment
previous 4 lessons. The students will be tasked with creating a poster • Digital technology – iPads
that presents their discoveries about the similarities and differences – apps for recording visual In the final lesson, the educator will
between daily life for them now and the daily life experiences of their and written information conduct summative assessment of
parent or grandparent. They will use the Venn diagram from the e.g., Canva, Pic Collage, or the students’ learning across the
previous lesson to inform this. Book Creator unit of work.
The final product created by the
The students will have the choice of creating their poster using digital
technology or using physical materials (writing and illustrating their
students in this lesson will be
assessed summatively using a
findings). rubric.
The students will be required to communicate their understandings of The students will be assessed on
similarities and differences in daily routines, experiences of home and how effectively they are able to
school, technology, and free time. synthesise and present the
information they have gathered in
The students will display their posters in the classroom as a summary the lesson sequence.
of their learning to share with their peers and families.
 HASS FORWARD PLANNING DOCUMENT Year Level: Year one
CONCEPT/S: Continuity and change, making comparisons/similarities and
STRAND: History
TERM 3 differences, the passing of time
TOPIC: Guiding Question – How has daily life changed since our parents
LESSON: ONE
and grandparents were children?
YEAR LEVEL DESCRIPTION
“Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used
to communicate and represent their changing understandings in multiple ways.” (School Curriculum and Standards Authority, 2014).
“The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the
past. The understanding of time as a sequence is developed in the context of the present, past and future.” (School Curriculum and Standards Authority, 2014).
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES

Knowledge and
Skills EYLF Outcomes
understandings
History – Present and Questioning and Outcome 1 – Children
Introduction (10 minutes):
past family life: Researching: have a strong sense of
The lesson will begin with a mat session, in which the educator will introduce the topic to
The differences and Reflect on current Identity:
similarities between understanding of Children develop the students, explaining that they will be looking at history, and exploring how the daily
students' daily lives and a topic (e.g., knowledgeable and
life during their parents' think-pair-share, confident self-identities lives of their parents and grandparents when they were children were different from the
and grandparents' brainstorm)
childhoods (e.g., family (WAHASS13) Outcome 4 – Children are students’ own daily lives now.
traditions, leisure time, confident and involved
communications) and learners: The educator will ask the students to engage in a think-pair-share, asking them to
how daily lives have Children develop
changed (ACHASSK030) dispositions for learning consider the different aspects of their daily life – for example, what they do during the
such as curiosity,
cooperation, confidence, day, how they spend their free time, the toys they play with, the food they eat, the
creativity, commitment,
enthusiasm, persistence,
technology that they use – and how these things shape their daily experiences. The
imagination and reflexivity students’ responses to this prompt will be recorded on the board for the students to

LEARNER DIVERSITY
Enabling:
In this lesson students will have the capacity to decide how
they record their ideas, allowing them to choose a means of
compiling their information that is best suited to their
refer to during the lesson activities. The educator will ask the students what they know
about the past, and how things change/have changed over time. Students will respond
with suggestions to these prompts.
learning needs or strengths. The students have an
opportunity to explore their own point of view, and to
communicate this in a way that works for them. The
educator will provide support to students who are struggling
with the task, providing them with prompts and targeted
question to support engagement and develop
understanding.
Writing supports will be displayed on the whiteboard – E.g.,
subject-specific words and phrases the students may need to
use.
Extension:
As an extension prompt for students, the educator can begin
to pose questions relating to cultural differences in daily life,
asking the students whether they think children’s
experiences in daily life are different in other countries
around the world. The students can reflect on their own
family background and how their parents’ or grandparents’
experiences may have differed based on cultural context as
well as time. These ideas will be explored further by the class
in future lessons.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
1. Identify different aspects of their own daily life,
considering the technology that they use, how they
spend their time, what they are expected to do at
home and at school.
Body (30 minutes):
• iPads – installed with apps to
1. The students will have access to digital technology (iPads), and to physical
record information
materials (pens/pencils and paper) to record their initial ideas in relation to the
prompts set by the educator. The students may choose whether they wish to
record their thoughts orally, take photos of things in the classroom environment
that represent important aspects of their daily life, or write and illustrate their
ideas. If there is an EA or parent help available in the classroom, they will work
with the students using digital technology to record their ideas.
2. The students will first be asked to record their own daily experiences and
aspects of daily life that are important to them. The educator can prompt the
students to consider the ideas discussed in the introduction. The students may
draw pictures of the activities that they engage in, the technology that they use
etc., may write about these aspects of their daily life, or may use digital
technology to record these ideas.
3. The educator will move around the room as the students are working to discuss
their ideas with them, and what they have chosen to include/focus on.
4. When the students have finished, the educator will prompt them to consider
whether their parents and grandparents did the same things when they were
children – did they use the same technology? Did they play the same games? If
not, what did they do with their free time? What did they play with?
5. The students will record their responses to this prompt in the same way as they
have done for themselves, considering the same ideas. The students will use
their existing knowledge to respond to the prompts but will be given the
opportunity to seek new information from other sources in future lessons.
 2. Suggest possible differences between their own These initial predications will be re-visited when the students are evaluating and
daily life now, and the life of their parent or
reflecting on their learning.
grandparent when they were a child.

ASSESSMENT INTEGRATION
Diagnostic Assessment Closure (10 minutes):
For the conclusion of the lesson, the students will return to the mat to review the lesson Subject Integration:
The educator will conduct diagnostic assessment in this
English Curriculum
lesson to determine children’s existing levels of knowledge objectives. The students will each have a folder in which to store the work they complete • Write using unjoined lower
across the unit and will put their work from this first lesson into their folders at the case and upper case
and understanding about history in relation to their own
letters (ACELY1663)
contexts. closure of the lesson. The educator will explain that in the next few lessons, the students
will be exploring these ideas further, and collecting information from different sources to Use of skills in digital
The educator will use a series of guiding questions to write
technologies to represent ideas –
anecdotal notes based on the students’ existing thoughts support their learning of the topic and concepts. taking photos, using apps to
record information etc.
and understandings (see appendix 1). The educator will note
down students’ responses to questions and will examine
their work samples following the lesson. This will support the
educator in assessing students’ existing knowledge and
understandings around the topic, and where enabling and
extension may be needed. Written feedback will be provided
to the students on their work samples.
 HASS FORWARD PLANNING DOCUMENT Year Level: Year one
CONCEPT/S: Continuity and change, making comparisons/similarities and
STRAND: History
TERM 3 differences, the passing of time
TOPIC: Guiding Question – How has daily life changed since our parents
LESSON: TWO
and grandparents were children?
YEAR LEVEL DESCRIPTION
“Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used
to communicate and represent their changing understandings in multiple ways.” (School Curriculum and Standards Authority, 2014).
“The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the
past. The understanding of time as a sequence is developed in the context of the present, past and future.” (School Curriculum and Standards Authority, 2014).
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES

Knowledge and Introduction (15 minutes):
Skills EYLF Outcomes
understandings
History – Present and Questioning and Outcome 4 – Children are
Explicit Teaching Focus – We can learn about history through communicating with others
past family life: Researching: confident and involved
about their experiences and memories of times or events.
The differences and Reflect on current learners:
similarities between understanding of Children develop a range
students' daily lives and a topic (e.g., of skills and processes
life during their parents' think-pair-share, such as problem solving, The students will gather on the mat for the lesson introduction and will review the
and grandparents' brainstorm) inquiry, experimentation, Wilfrid Gordon McDonald
childhoods (e.g., family (WAHASS13) hypothesising, researching previous HASS lesson. The educator will read the text Wilfrid Gordon McDonald Partridge
traditions, leisure time, and investigating Partridge – By Mem Fox & Julie
communications) and Pose questions & by Mem Fox and Julie Vivas, and the class will discuss how we can gain a better Vivas
how daily lives have about the familiar Children resource their
changed (ACHASSK030) and unfamiliar own learning through understanding of the past by talking to people about their memories of their life
(WAHASS14) connecting with people,
place, 40 technologies and experiences.
natural and processed
materials
The educator will explain that one of the most important ways we can learn about
LEARNER DIVERSITY history is by talking to people about their experiences of life or memories of particular
Enabling: events. The class will discuss how people tell stories of the past to communicate ideas or
In this lesson, the students will be working in pairs, and the experiences with others, and that these stories can become important aspects of
collaborative learning environment means that students will families’ histories and traditions (can integrate Aboriginal and Torres Strait Islander’s
be supported in developing their understandings with the Histories and Cultures here).
help of their peers. The educator can decide on pairings in
which the students can support one another and will engage
with the students to suggest ideas for the focus of their
questions if necessary – e.g., considering ‘who, what, when,
where, & why’ questions. The educator may assist by scribing
questions for the students if they need literacy support.
Writing supports will be displayed on the whiteboard – E.g.,
subject-specific words and phrases the students may need to
use.
Extension:
The students can be extended in the number of questions
that they formulate for their interview. They can also be
prompted to consider the depth of their questioning.
Students can be asked how many of their questions are open
ended and encourage more discussion.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
1. Identify areas in which their daily life now would
differ from their parents’ and grandparents’ daily
lives as children – e.g., technology, toys and games,
schooling, communication etc.
2. Write at least four appropriate and relevant
interview questions to ask a parent or grandparent
about their daily life when they were a child.
ASSESSMENT
The educator will explain the objectives of this lesson, that the students will be
interviewing a parent, grandparent, or other important older adult in their lives to learn
more about daily life in the past.
The students will then be asked to engage in a brief think-pair-share, to come up with
some important questions that they can begin their interview with – prompt for ‘When
were you born/how long ago were you born?’, ‘Where did you grow up? What country
did you grow up in?’, etc. – these questions will provide the students with some
background information in the interview, before they ask more specific questions about
daily life in their adult’s childhood. The class will discuss how an individual’s cultural
background and country of birth will also play an important part in their experience of
daily life.
Body (25 minutes):
1. The students will be completing the lesson activity in pairs and will choose a
space in the room to work.
2. The students will have some blank paper to brainstorm their ideas for possible
interview questions and will take some time discussing their thoughts with their
partner, and each deciding on at least four questions of their own to include in
their interview.
3. When the students have decided on their questions, they will write out a good
copy of the questions that they will use in their interview (the students can also
be given the option of verbally recording their questions as video or audio) – this
will be taken home by the student with a letter to their family to explain the
learning that is taking place in the classroom, and how the students have been
asked to conduct their interview. INTEGRATION
Formative Assessment
HASS Integration:
Formative assessment will be conducted in this lesson with Closure (10 minutes):
Civics and Citizenship – not
the use of a checklist (see appendix 2). The educator will For the conclusion of the lesson, the students will return to the mat to review the lesson present in the year one
curriculum but can be explored
record their assessment in this checklist to determine objectives and discuss the questions that they chose to include in their interviews. Each
here through conversation
whether students have been able to meet the lesson pair of students will be called on to share an interview question that they came up with around diversity of experiences.
objectives. The checklist will allow the educator to determine and respond to questioning from the educator and their peers. The students will have the
Subject Integration:
whether the students were able to come up with an opportunity to continue to add questions to their interview. English Curriculum
• Engage in conversations and
appropriate series of relevant questions for their interview.
discussions, using active listening
behaviours, showing interest,
and contributing ideas,
Throughout the lesson, the students will be provided with
information and
verbal feedback, to ensure that they are supported in questions (ACELY1656)
• Explore differences in words
meeting the lesson objectives.
that represent people, places and
things (nouns, including
pronouns), happenings and
states (verbs), qualities
(adjectives) and details such as
when, where and how
(adverbs) (ACELA1452)

YEAR LEVEL DESCRIPTION
“Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used
to communicate and represent their changing understandings in multiple ways.” (School Curriculum and Standards Authority, 2014).
“The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the
past. The understanding of time as a sequence is developed in the context of the present, past and future.” (School Curriculum and Standards Authority, 2014).
Aboriginal and Torres Strait Islander histories and Cultures
SCSA LINKS
Knowledge and
Skills
understandings
History – Present Questioning and
and past family Researching:
life: Locate information from a
The differences and variety of provided
similarities sources (e.g., books,
between students' television, people, images,
daily lives and life plans, internet)
during their (WAHASS15)
parents' and
grandparents' Analysing:
childhoods (e.g., Process information
family traditions, and/or data collected
leisure time, (e.g., sequence
communications) information or events,
and how daily lives categorise information,
have changed combine information from
(ACHASSK030) different sources)
(WAHASS18)
Evaluating:
Participate in decision-
making processes (e.g.,
engage in group
discussions, make shared
decisions, share views)
(WAHASS22)
HASS FORWARD PLANNING DOCUMENT Year Level: Year One
CONCEPT/S: Continuity and change, making comparisons/similarities and
STRAND: History
TERM 3 differences, the passing of time
TOPIC: Guiding Question – How has daily life changed since our parents
LESSON: THREE
and grandparents were children?
CROSS CURRICULUM PRIORITIES
Asia and Australia’s engagement with Asia Sustainability
EYLF
TEACHING AND LEARNING EXPERIENCES RESOURCES
INTEGRATION
Introduction (10 minutes):
EYLF Outcomes
Outcome 4 – Children
Explicit Teaching Focus – We can learn about history by exploring and examining
are confident and
artefacts from different time periods and places.
involved learners:
Children resource
their own learning
through connecting The lesson will begin with a mat session. The educator will explain that another way that
with people, place,
technologies and we can learn about the past is by exploring artefacts and objects that people used to use
natural and processed
materials and comparing them to the objects we use now. The students will be exploring different
• Video – ABC Education – Things
Outcome 5 – Children artefacts to learn more about history and daily life in the last 50-100 years. The students
our Grandparents used when
are effective
communicators: will watch a video (Things our Grandparents used when they were Children) about some they were Children
Children interact https://education.abc.net.au/ho
of the objects that people used in their everyday lives a long time ago. The class will
verbally and non- me#!/media/3274559/what-s-in-
verbally with others discuss what they noticed about the objects in the video. the-suitcase-
for a range of
purposes
LEARNER DIVERSITY
Enabling:
The students will be working collaboratively in groups as
they engage in the lesson activity, meaning that they will be
supported by their peers in their learning. The activity allows
them to engage at a level that is appropriate for them, with
support from the educator where necessary. Students will be
encouraged to engage in play-based explorations (e.g.,
engaging in role play with old telephones) using the items to
develop their understanding of and familiarity with the
topics explored.
Extension:
As an extension prompt, students will be asked to consider
how they think technology, toys and games, places, and
school and home life may change in the future. The students
will be encouraged to predict what changes they think will
occur and why. Students who have finished the tasks early
can also be asked to think about what they might include in a
time capsule if they were to make one at school – what they
would want children in the future to explore.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
1. Communicate what they notice about the artefacts
presented, and suggest the role that these objects
might have played in daily life in the past – E.g., Are
they similar or different from the ways we
communicate today? How?
Body (30 minutes):
1. The room will be set up with different learning centres for the students to
explore. Each learning centre will have different artefacts spanning the last 50-
100 years:
• Artefacts from the past
- Communication and technology
• Objects from the present
- Toys and games • Photos from the past
- Items from school
- Clothing
- Photos or people and places
The items must come from a variety of cultural backgrounds to ensure that
students develop their understanding of cultural diversity and are not just
exploring one viewpoint or cultural context (can embed Asia and Australia’s
Engagement with Asia and Aboriginal and Torres Strait Islander Histories and
Culture in discussion here). Some items may have to be represented by images if
they cannot be sourced for the lesson.
The students will also be provided with items from their own context (e.g.,
iPads, toys that they might play with, and things they might find in their own
classroom), to make comparisons and explore changes in technology.
2. The students will choose the artefacts they wish to explore and will have the
opportunity to move around the room throughout the lesson to explore
different learning centres.
3. At each learning centre, the students will have question/prompt cards to guide
exploration:
• Have you seen any of these objects before?
• What differences do you notice between these objects? (E.g., a rotary dial
telephone and a smart phone)
 2. Work collaboratively to create a timeline of • What similarities do you notice between these objects? (E.g., computer
artefacts – ranging from what they believe to be the
keyboard and typewriter)
oldest to what they believe to be the newest,
justifying their decisions. • Do you think your parents used these things when they were children?
• Do you think your grandparents used these things when they were
ASSESSMENT INTEGRATION
Formative Assessment children?
• Do you think any of these objects are even older than your grandparents? HASS Integration:
Formative assessment in this lesson will be conducted in the
Geography – examining how
form of an exit slip and anecdotal notes (see appendix 3). How old do you think they might be? constructed places may have
• What role do you think these things would have played in daily life in the changed over time – evidence in
The educator will observe the students as the engage in the
photos taken in the past.
learning activities, creating running records of their past?
Subject Integration:
discussions. From this, the educator will use guiding • Can you organise the items at your learning centre from oldest to newest?
English Curriculum
questions to write anecdotal notes on students’ Why have you chosen to order them this way – how do you know _______ • Engage in conversations and
is the oldest and _______ is the newest? discussions, using active listening
engagement, and their communication of knowledge and
behaviours, showing interest,
understanding. 4. The students will have had the opportunity to engage in the areas they are and contributing ideas,
information and
At the closure of the lesson, the educator will pose a interested in and engage in discussion with their peers with the support of the
questions (ACELY1656)
question to the students as an exit ticket. The students will educator (and EA/parent help). • Explore differences in words
that represent people, places and
be asked to think of one thing that they found out in the
things (nouns, including
lesson that they didn’t already know (something they looked Closure (10 minutes): pronouns), happenings and
For the conclusion of the lesson, the students will return to the mat and discuss what states (verbs), qualities
at, something that surprised them, something that they
(adjectives) and details such as
found interesting). This prompt will give the students an they noticed when exploring and examining the objects presented. The educator will ask when, where and how
(adverbs) (ACELA1452)
opportunity to share their new knowledge, and will give the the students why they think it might be important to examine objects to learn about the
educator an opportunity to assess this knowledge also. past, and the role that these objects play in daily life – how and when they are used. The
students will have an opportunity to share anything that they were surprised by or found
interesting when they were exploring the objects as an exit ticket for the lesson.
 HASS FORWARD PLANNING DOCUMENT Year Level: Year One
CONCEPT/S: Continuity and change, making comparisons/similarities and
STRAND: History
TERM 3 differences, the passing of time
TOPIC: Guiding Question – How has daily life changed since our parents
LESSON: FOUR
and grandparents were children?
YEAR LEVEL DESCRIPTION
“Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used
to communicate and represent their changing understandings in multiple ways.” (School Curriculum and Standards Authority, 2014).
“The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the
past. The understanding of time as a sequence is developed in the context of the present, past and future.” (School Curriculum and Standards Authority, 2014).
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS TEACHING AND LEARNING EXPERIENCES RESOURCES
INTEGRATION
Knowledge and Introduction (10 minutes):
Skills EYLF Outcomes
understandings
History – Present and Analysing: Outcome 4 – Children
The lesson will begin with a mat session. The students will have brought in their
past family life: Explore points of view are confident and
completed interviews with responses from their chosen adult and will review the
The differences and (e.g., understand that involved learners:
similarities between stories can be told Children transfer and previous lessons and the areas that they have explored. The educator will explain that
students' daily lives and from different adapt what they have
life during their parents' perspectives) learned from one they will be evaluating the information they recorded when completing their interviews,
and grandparents' (WAHASS19) context to another
childhoods (e.g., family using a Venn diagram to draw comparisons between their own experiences and the
traditions, leisure time, Communicating and Outcome 5 – Children
communications) and Reflecting: are effective experiences of their chosen adult. They will then be comparing their findings to the initial
how daily lives have Reflect on learning communicators:
changed (ACHASSK030) and respond to Children express ideas predictions they made in the lesson closure (self-assessment task).
findings (e.g., and make meaning
discussing what they using a range of
have learned) media
(WAHASS25)
Body (20 minutes):
LEARNER DIVERSITY 1. The students will create a Venn diagram using a basic template, recording the • Venn diagram template
Enabling: responses to their interview questions to outline their findings. In one circle,
Students will be able to choose the similarities and students will record the relevant information about their own daily lives, and in
differences they would like to record, allowing them to the other they will record the relevant information about their chosen adult’s
decide a level of depth that they feel comfortable with; daily life in childhood – with the overlap for similarities between their lives.
though they will be encouraged by the educator to include as
many details as possible, with support and prompting. If
students are having difficulty completing the task in this
format, the educator can support them by scribing their
responses, or having them record their responses orally.
As another means of representation, the students could be
provided with two hoops that overlap, and can place items in
the hoops to create their Venn diagram.
Writing supports will be displayed on the whiteboard – E.g.,
subject-specific words and phrases the students may need to
use.
Extension:
As an extension prompt, students can be asked to find a
partner and compare their findings with those of their
partner. The students can be asked to consider differences
they notice and suggest reasons why their partner’s findings
might differ from their own (e.g., the adults they chose to
interview are different ages, or grew up in different places).
The educator will assist students if they require support.
2. The students will then have an opportunity to share their Venn diagram with a
partner.
Closure (20 minutes):
Assessment for this lesson will take place in the conclusion. The students will be
completing a self-assessment/reflecting on their own learning. The students will receive a
self-assessment slip and will respond to the questions posed about their own learning
and levels of knowledge and understanding. • Student self-assessment slip
The students will complete their self-assessment independently, and these will then be
collected by the educator for assessment records. The students will then return to the
mat to discuss the different sources of information they have accessed in the unit of
work, and the different ways that they have represented their findings. The educator will
explain that in the final lesson, the students will be creating a poster to display their
learning.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:

1. Use the information that they have obtained to

state the similarities and differences that they
have discovered between their own daily life
and the daily life of their chosen adult in the
past.

2. Reflect on their own learning, suggesting

changes that may have occurred in their
thinking throughout the lesson sequence.

ASSESSMENT INTEGRATION
Formative Assessment
Subject Integration:
Formative assessment in this lesson will take the form of a
English Curriculum
student self-assessment (evaluation and reflection) using a • Explore differences in words
that represent people, places and
self-assessment tool (see appendix 4).
things (nouns, including
Self-assessment is a valuable tool for both the students and pronouns), happenings and
states (verbs), qualities
the educator to reflect on the learning that has taken place
(adjectives) and details such as
in the lesson sequence. when, where and how
(adverbs) (ACELA1452)
The educator will store the students’ self-assessments as a
• Write using unjoined lower
recorded assessment for the lesson sequence. case and upper case
letters (ACELY1663)
 HASS FORWARD PLANNING DOCUMENT Year Level: One
CONCEPT/S: Continuity and change, making comparisons/similarities and
STRAND: History
TERM 3 differences, the passing of time
TOPIC: Guiding Question – How has daily life changed since our parents
LESSON: FIVE
and grandparents were children?
YEAR LEVEL DESCRIPTION
“Students have the opportunity to investigate different ways of collecting information and/or data through sources such as books, people and photos. They learn how narratives can be used
to communicate and represent their changing understandings in multiple ways.” (School Curriculum and Standards Authority, 2014).
“The concept of continuity and change is extended through exploring how family life has changed or remained the same over time, and how the present is similar to, or different from, the
past. The understanding of time as a sequence is developed in the context of the present, past and future.” (School Curriculum and Standards Authority, 2014).
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

EYLF
SCSA LINKS TEACHING AND LEARNING EXPERIENCES RESOURCES
INTEGRATION
Knowledge and Introduction (10 minutes):
Skills EYLF Outcomes
understandings
History – Present and Analysing: Outcome 4 – Children
For the final lesson, the students will review their learning in a mat session.
past family life: Represent collected are confident and
The educator will explain that the students will be creating a poster in the medium of
The differences and information and/or involved learners:
similarities between data in to different Children transfer and their choice to represent their learning and what they have discovered about daily life in
students' daily lives and formats (e.g. tables, adapt what they have
life during their parents' maps, plans) learned from one the past as compared to the present. The students will choose how they wish to compile
and grandparents' (WAHASS20) context to another
childhoods (e.g., family their information – drawing and writing or using digital technologies and will find a space
traditions, leisure time, Communicating and Outcome 5 – Children
communications) and Reflecting: are effective to work in the room.
how daily lives have Present findings in a communicators:
changed (ACHASSK030) range of Children express ideas
communication and make meaning
forms, using relevant using a range of Body (30 minutes):
terms (e.g., written, media
oral, digital, role-play,
1. The students will use their Venn diagram and information obtained from
graphic) (WAHASS23) different sources in the previous lessons to support them in creating a poster

LEARNER DIVERSITY that communicates their findings from the unit of work.
Enabling: 2. The students will be encouraged to consider how they can represent the
Students will have choice in how they present their final similarities and differences they discovered in their exploration of the topic, how
product, supporting them in their engagement. The educator
will provide students with individual support and feedback as
they complete the lesson activity.
Writing supports will be displayed on the whiteboard – E.g.,
subject-specific words and phrases the students may need to
use.
Extension:
Students can be extended to include their predictions for
future daily life based on their findings about the past and
present. The students will be required to consider the
changes they have already observed and think about what
the future might look like, or what they would like to see.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
1. Communicate their learning with a focus on what
they have identified as being the differences
between their daily life and the daily lives of their
parents and grandparents when they were children.
2. Create a poster that represents their ideas using
both text and visual elements to communicate
information effectively.
ASSESSMENT
Summative Assessment
The educator will assess the students’ final product using a
rubric (see appendix 5). The lesson objectives, as well as the
students’ ability to synthesise and present the learning of the
unit of work, will be assessed in the rubric.
they can represent anything interesting that they discovered and would like to
share, and how they can create a visually appealing poster.
- Students may use digital technologies – iPad apps for creating posters and
• iPad – poster app to create final
visual displays and may use photographs also.
assessment product
- Students may illustrate their findings with written descriptions – will be
provided with large sheets of card and pens/pencils to create their poster.
3. The educator will move around the room to provide students with support, and
to share examples of how the students can present their information (e.g.,
showing students a work sample).
Closure (10 minutes):
The lesson will finish with a gallery walk, in which the students will have an opportunity
to examine their peers’ work and provide them with feedback about what they enjoyed
or found interesting about each other’s posters.
The students will then return to the mat to review the objectives and discuss the learning
that has taken place over the sequence of lessons.
The students’ posters will be displayed in the classroom to showcase their learning to the
community.
INTEGRATION
Subject Integration:
English Curriculum
• Construct texts that
incorporate supporting images
using software
including word processing
programs (ACELY1664)
Summative assessment will allow the educator to determine • Write using unjoined lower
case and upper case
whether students were able to meet the lesson objectives
letters (ACELY1663)
across the sequence of lessons and will allow them to
evaluate students’ levels of knowledge and understanding.
The rubric and accompanying notes can be compared to the
initial diagnostic assessment conducted in the first lesson to
map students’ progress across the lesson sequence.
Appendix 1 – Lesson ONE Assessment Strategy

For this lesson, the educator will write anecdotal notes for each student based on
observations and the students’ responses to questions and in discussions. Questions to
guide the anecdotal notes are below. Student responses will allow the educator gauge
students’ prior understandings of the topic, and to determine which students may need
support or scaffolding throughout the unit of work.

Lesson Objectives:

1. Identify different aspects of their own daily life, considering the technology that they
use, how they spend their time, what they are expected to do at home and at
school.
2. Suggest possible differences between their own daily life now, and the life of their
parent or grandparent when they were a child.

Questions to Guide Observation and Anecdotal Notes:

• Did the student display an understanding of the concept of time passing, and that
the past is different from the present?
• Was the student able to reflect on their own daily life?
• Was the student able to identify different aspects of daily life, such as the
technology that they use?
• Was the student able to suggest at least one way in which their daily life might be
different from daily life in the past (considering their parents or grandparents)?
• Was the student able to suggest possible similarities between their daily life and the
daily lives of their parents or grandparents in their childhood?
• Was the student able to communicate their ideas using the resources made available
to them?
• Were there any areas in which the student clearly struggled or did not understand
the requirements of the task?

The educator will record their anecdotal notes in a table with space for each student – see
below – record will be dated with guiding questions attached:
Student Name Student Name Student Name Student Name Student Name Student Name Student Name Student Name

Student Name Student Name Student Name Student Name Student Name Student Name Student Name Student Name

1
Appendix 2 – Lesson TWO Assessment Strategy

For this lesson, the educator will record assessment in a checklist. This assessment will
inform future teaching, as the educator can determine whether students are able to meet
the objectives.

Lesson Objectives:

1. Identify areas in which their daily life now would differ from their parents’ and
grandparents’ daily lives as children – e.g., technology, toys and games, schooling,
communication etc.
2. Write at least four interview questions to ask a parent or grandparent about their
daily life when they were a child.

Checklist:

Was able to identify at Was able to write at Was able to

least one aspect of least four appropriate contribute to
Student
daily life that may and relevant discussion, both in a
Name have changed from questions to ask their class setting, and in Additional Notes
when their parents or parent/grandparent pairs when completing
grandparents were about their experience the lesson activity
young of daily life as a child

Key:

Star – was able to do so independently

Dot – was able to do so with support from an educator
Heart – was not able to do so

2
Appendix 3 – Lesson THREE Assessment Strategy

Formative assessment in this lesson will be in the form of anecdotal notes based on
observations and running records, and an exit ticket. The educator will observe the students
as they engage in the learning activities, recording their discussion, and writing anecdotal
notes to assess against the objectives. Students will then respond to a question at the
closure of the lesson, and this will allow the educator to assess understanding in relation to
the lesson topic.

Lesson Objectives:

1. Communicate what they notice about the artefacts presented – E.g., Are they similar
or different from the ways we communicate today? How?
2. Create a timeline of the artefacts – ranging from what they believe to be the oldest
to what they believe to be the newest, justifying their decisions.

Questions to Guide Anecdotal Notes/Analysis of Running Record:

• Was the student engaged in the lesson activities?

• Did the student share their observations about the artefacts in group discussion?
• Was the student able to suggest what they thought the artefacts were used for?
• Was the student able to suggest how old they thought the artefacts were?
• Was the student able to work collaboratively with their group to create a timeline
for the artefacts?
• Was the student able to respond to the question cards or prompts/questioning from
the educator?

Questions for Exit Slip:

• What did you find out today that you didn’t know before?
• What did you find interesting about one of the objects you explored today?
• What surprised you about the objects you looked at today?

3
 Appendix 4 – Lesson FOUR Assessment Strategy

Assessment in lesson four will take the form of a student student self-assessment slip.
At the end of the lesson, the students will complete a self-assessment slip designed to get
them to evaluate and reflect their own engagement and learning, and to give the educator
an idea of which students will need support in the final task of the topic. This will be
explained clearly to the students to support those who may struggle with reading the
questions.

Lesson Objectives:

1. Use the information that they have obtained to state the similarities and differences
that they have discovered between their own daily life and the daily lives of children
in the past.
2. Reflect on their own learning, suggesting changes that may have occurred in their
thinking throughout the lesson sequence.

Student Self-assessment Slip:

Name: Date:

Show me how you are feeling about today’s activity:

What did you find out from your interview that you didn’t know before?

Is there anything you would like to learn more about?

Do you have any questions that you would like to ask me?

4
Appendix 5 – Lesson FIVE assessment Strategy

Summative assessment for the final lesson in this sequence will be conducted using a rubric.
The rubric will cover the lesson objectives, focussing on the students’ ability to apply their
learning and create a final product.
The educator will provide qualitative verbal feedback to the students throughout the lesson,
and after the students have completed their maps.

Learning Objectives:

1. Communicate their learning with a focus on what they have identified as being the
differences between their daily life and the daily lives of their parents and
grandparents when they were children.
2. Create a poster that represents their ideas using both text and visual elements to
communicate information effectively.

Sample Rubric:

5
References:

Australian Broadcasting Corporation. (2019). Things our grandparents used when they were
children [Video]. ABC Education.
https://education.abc.net.au/home#!/media/3274559/what-s-in-the-suitcase-

Australian Government Department of Education and Training. (2009). Belonging, being &
becoming: The early years learning framework for Australia.
https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_aust
ralia.pdf

Fox, M., & Vivas, J. (1984). Wilfrid Gordon McDonald Partridge. Omnibus Books.

School Curriculum and Standards Authority. (2014). English v8.1: Year 1 syllabus.
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-
v8#year-1-syllabus

School Curriculum and Standards Authority. (2014). Humanities and social sciences: Year 1
syllabus. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/humanities-and-social-sciences#year-1-syllabus