Asia Historical Understandings This unit provides opportunities for children to develop historical understandings particularly focussed on the key concepts of: ☒ Continuity and change Continuities are aspects of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations. ☒ Cause and effect The relationship between a factor or set of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time. ☒ Perspectives A point of view or position from which events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values. ☒ Empathy An understanding of the past from the point of view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions. ☐ Significance The importance that is assigned to particular aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered. Achievement standard By the end of the Foundation year, students identify similarities and differences between families. They recognise how important family events are commemorated. Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts. Relevant prior curriculum Curriculum working towards Queensland kindergarten learning guideline Identity key focus: Building a confident self-identity Knowledge, skills and dispositions Teachers promote the following aspects of children’s learning: pride and confidence in “who they are” as a member of their family, community and place, that is, their environment confidence to share experiences, feelings and ideas Year 1 Australian Curriculum: History Present and Past Family Life Historical Knowledge and Understanding Differences in family structures and roles today, and how these have changed or remained the same over time 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
In the Australian Curriculum: Mathematics Prep (Foundation level) Answer yes/no questions to collect information Compare and order the duration of events using the everyday language of time Connect days of the week to familiar events and actions In the Australian Curriculum: Science Prep (Foundation level) Respond to questions about familiar objects and events Share observations and ideas Assessment Make judgments Describe the assessment In this unit learning is documented using: observation across contexts for learning a history journal “Family Stories” a contextualised assessment task Each contributes to an assessment folio that is used when making an on-balance judgment against the achievement standard for the purposes of reporting. Teachers gather evidence to make judgments against about the following characteristics of children’s work: Understanding Identification or description of similarities and differences between their own and other families Skills Sequencing significant familiar events in an order Distinguishing between the past and present using terms to denote time Use of questioning about familiar artefacts in relation to personal and family histories Communication of stories relevant to personal histories using a variety of texts Children are given opportunities to demonstrate their knowledge, skills and understanding through a range of assessments. The assessment is collated in folios and allows for ongoing feedback to children on their learning. Prep teachers make decisions about the length of time required to complete the tasks and the conditions under which the assessment is to be conducted. The teaching and learning experiences throughout the unit provide opportunities for children to develop the understanding and skills required to complete these assessments. As children engage with these learning experiences, the teacher can provide feedback on specific skills. The sequence of teaching and learning provides opportunities to gather evidence of children’s learning in a variety of contexts for learning over time. The evidence may provide teachers with valuable additional information to: monitor children’s growing use of historical understandings and skills determine future directions for teaching and learning with children assist in making on-balance judgments on a folio of work when reporting. Guided research: Presentation (Multimodal) The purpose of this assessment is to make judgments about children’s abilities to research and draw conclusions about family structures including their differences and commonalities. In the assessment technique “guided research”, teachers and children collaborate to gather and record information. Setting the scene for the contextualised assessment: In preceding weeks children have built an understanding of their own family and