Hannah Walter/S00157847

AT2. Unit Outlines/EDSS428

Topic: Personal Histories- Who am I? Where Do I come from? Year Level: Foundation/Prep

Overview:
-Students will be able to explain their family histories in presentation form using ICT
-Students understand sequencing of events and can display this through either a timeline or family tree
-Students can identify a diverse range of family structures through literature and creation of mind map
Concepts: Victorian Curriculum Focus/Standard: History
-Relationships Content strand(s): Historical Knowledge & Historical Concepts and skills
-Family diversity Sub strand(s):
-Time sequencing (Past, present and future) -Chronology
-Continuity and change
-Personal Histories
Rich contributing questions: Level Descriptions: In Foundation to Level 2, students study personal, family and local history. Students
-What is my history? learn about their own history and that of their family, including stories from different cultures and other parts
-What makes a family? of the world. As participants in their own history, students develop their knowledge and understanding of how
-What are some ways we can learn about the past? 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.
Understandings:
Who the people in their family are, where they were born and how they are related to each other.
-The different structures of families and how the different meanings of family
- How the stories of families and the past can be communicated, e.g. through photographs, books, oral
histories, social media, and preservation of world history
Overview of assessment: Key equipment/ resources: Key vocabulary: PoLT: 1. The learning
-Creation of whole-class mind map exploring the -Old family photos (if possible) Past, history, heritage, environment is supportive and
concept of personal histories, focusing on key - And Tango Makes Three By Justin sequence, timeline, family productive:
components of family, place of birth, and heritage Richardson and Peter Parnell and illustrated tree, related, structure, Family -Students and teachers are
(Assessment of prior knowledge) by Henry Cole tree, Mother, Father, Brother, encouraged to value and
-Students will complete their own family tree going as -Genealogy website for students: Sister, Aunty, Uncle, Niece, respect each other through a
far back as their family history will allow (expectation http://www.ancestry.com.au/name-origin? Nephew, Grandma, Grandpa process of knowing and
to at least parents generation) showing brothers and surname=kids understanding each individual
sisters, if none then also including cousins, pets or -Computers through development of
other relevant family figures. (Summative) personal histories
-Students will complete their own personal timelines
from birth till present (Formative). Resources:
- State Government of Victoria. (2017). Education and Training: Principals of Learning and Teaching P-12.
Retrieved from: http://www.education.vic.gov.au/school/teachers/support/Pages/components12.aspx

- Victorian Curriculum and Assessment Reporting Authority. (2017). Foundation to Year 6 Curriculum: The
Humanities. Retrieved from: http://victoriancurriculum.vcaa.vic.edu.au/foundationlevel?layout=1&d=H
 AT2. Unit Outlines/EDSS428

EDSS428/ WEEK ONE: Personal Histories