Humanities

- History Foundation

UNIT EXPLORING FAMILIES AND MY HISTORY

Year Level Foundation

Duration 5 weeks / 9 sessions

RATIONALE

Why this unit was chosen?

This unit was selected for students in foundation t learn about their own history and the history of their family.
Why is this unit important?
This unit is important as students inquire about their familys histories and learn about different cultures. Students are able to use a diverse range of
skills to develop their knowledge and understanding
What will students learn?
o Students are provided with the opportunity to learn about their personal and their families history through inquiry
o Students will build on their knowledge and understanding of how the past is different to the present
o Students will learn about different cultures, family structures, celebrations and parts of the world
o Students will develop a personal understanding of who the people are in their family and how they are related

INQUIRY QUESTIONS
o What is my history and how do I know?
o What stories do other people tell about the past?
o How can stories of the past be told and shared?
VOCABULARY STUDENTS WILL LEARN
Family, culture, history, past, present, future, sequence, celebration, tradition, similar, different, Aboriginal, dreamtime, structure,

Humanities - History Foundation

AUSVELS PERSONAL AND FAMILY HISTORIES
AusVELS Content Descriptors
What students are expected to learn during this unit
Historical Knowledge and Understanding
Who the people in their family are, where they were born and
raised and how they are related to each other (ACHHK001)
The different structures of families and family groups today, and
what they have in common (ACHHK002)
How they, their family and friends commemorate past events that
are important to them (ACHHK003)
How the stories of families and the past can be communicated,
for example through photographs, artefacts, books, oral
histories, digital media, and museums (ACHHK004)
Historical Skills
Sequence familiar objects and events (ACHHS015)
Distinguish between the past, present and future (ACHHS016)
Pose questions about the past using sources provided
(ACHHS017)
Explore a range of sources about the past (ACHHS018)
Identify and compare features of objects from the past and
present (ACHHS019)
Explore a point of view (ACHHS020)
Develop a narrative about the past (ACHHS021)
Use a range of communication forms (oral, graphic, written, role
play) and digital technologies (ACHHS022)

Link to other curriculum areas

English
Recognise that texts are created by authors who tell stories and share
experiences that may be similar or different to students own
experiences (ACELT1575)
Share feelings and thoughts about the events and characters in texts
(ACELT1783)
Listen to and respond orally to texts and to the communication of others in
informal and structured classroom situations (ACELY1646)
Mathematics
Answer yes/no questions to collect information (ACMSP011)
Compare and order the duration of events using the everyday language of
time (ACMMG007)

Science
Respond to questions about familiar objects and events (ACSIS014)
Share observations and ideas (ACSIS012)

AusVELS Achievement Standard

By the end of the Foundation level, students identify similarities and differences between families. They recognise how important family enacts are
commemorated.
Students sequences familiar events in order. They pose questions about their past. Students relate to a story about their past using a range of texts.
Reference: Department of Education and Early Childhood Development 2011, Victorian Early Years Learning and Development Framework,
Melbourne

Humanities - History Foundation

WEEK 1
LEARNING
INTENTION
Session 1
Knowledge of my
family
L.I -Students
express what they
know about their
family or
themselves and
what they want to
find out

SUCCESS
CRITERIA
I can identify
something about
my family or
myself
I can identify
what I want to
know about my
family or my
personal history

INQUIRY PHASE
Tuning in
Ask/ discuss
o What do you
know about your
family?
o How do you know
that?
o What do you want
to know about
your family?
o How can you find
the answer?

LEARNING EXPERIENCES
Pre-assessment (summative
assessment)
Students write a sentence of
what they know about their
family or themselves and what
they want to know (wonder)
about their family or themselves

REFLECTION
Choose three students to
share with class
Model asking questions to
encourage students to ask
questions

RESOURCES
KWL chart

LEARNING
INTENTION
Session 2
Who is in my
family?
L.I - Identify who
the people in their
family are, where
they were born
and raised and
how they are
related to each
other
Identify different
structures of
families and family
groups today, and
what they have in
common

SUCCESS
CRITERIA
I can list who is
in my family
I can identify
what a family is
I can identify the
different
members in a
family

INQUIRY PHASE
Tuning in
Ask/discuss
o What is family?
o What does it
mean?
o Who is in your
family?
(Brainstorm on
board)
o What do you
know about
your family?
Draw attention to
other family
members/structures
E.g. single dad, two
mums
(As an example
show photo from my
family)

LEARNING EXPERIENCES
Students to draw their family,
including themselves
Encourage students to label
their family members (Aunty
Mel)

REFLECTION
Choose three students to
share with class
Model asking questions to
encourage students to ask
questions
Ask/ discuss how does it
feel to be in your family?
Question Starter grid 1-3
questions

Questioning
o Who was born first in
your family?
o How many children are
there in your family?

Interactive activity
YouTube video All kinds o
families
https://www.youtube.com/wat
ch?v=ht3oZAmSd1Q

RESOURCES
Photo from my
family

Humanities - History Foundation

2
WEEK
LEARNING
INTENTION
Session 3
Who is in my
family?
L.I - Identify who
the people in their
family are, where
they were born
and raised and
how they are
related to each
other
Identify different
structures of
families and family
groups today, and
what they have in
common

SUCCESS
CRITERIA
I can list the
people in my
family including
uncle and
aunties
I can identify my
families names
and ages

INQUIRY PHASE
Tuning in
Read or watch on
YouTube The Family
Book by Todd Parr
https://www.youtube.c
om/watch?v=cRaWzttIQo
Discuss
o Who is in a
family ages,
names, pets,
size,
characteristics,
live close/far,
step
parents/siblings
, two
mums/dads,
one parent

LEARNING EXPERIENCES

REFLECTION

Think, Pair, Share students

turn to a partner and talk about
who they live with

Introduce Travel Buddy

o Send letter home to
parents outlining
purpose, activities,
participation
o Explain to students
why the travel buddy is
going home with them
and what they need to
do
o Students are required
to draw who is in their
family (living with
them) and who is in
their family (aunts,
uncles etc.). If parents
allow photos can be
used
o Show example of the
travel buddies family
o Show students travel
buddy and journal

Summative assessment
Introduce question starter grid
Students pose questions about
family structure, history,
themselves etc.
Students to write 1-3 questions
in their book and then tick the
question starter off on the grid

Questioning
o Who is the oldest?
o Where is this person in
your family?
o When is your mums
birthday?
o Who is your uncle?

RESOURCES
A copy of question
starter grid for all
students
Letter to parents
Travel buddy
journal
Travel buddy
Family tree and
house sheets

LEARNING
INTENTION
Session 4
My timeline
L.I - Ordering
significant
personal events
Use of terms for
example then,
now

SUCCESS
CRITERIA
I can order key
events in my life
I can use terms
to distinguish
past and present

INQUIRY PHASE
Finding out
On IWB show my photos
from birth to school, not
in order
Ask/discuss
o How have I
changed
overtime?
o What happened
first? Then what?
o How old was I?
o Where was I?
o Who is in the
photo?
Sequence as a group on
IWB

LEARNING EXPERIENCES
Summative assessment
Discuss with students the order
in which they have grown up
Students to draw themselves in
sequential order (baby, toddler,
kinder, school)
Students to write a sentence for
each picture
Sentence starters
o I was
o I was at
o In this picture is
o At kinder I was.
o I went to kinder then.
o I am at .. School now
(Encourage students to use
vocabulary such as age, when,
was, then)
Questioning

o
o
o
o

How old where you?

Where were you?
What happened next?
Describe what happened

REFLECTION
Once completed task
students write 3
questions from grid
Once all students have
completed, students can
pair up and talk about
their life in order.

RESOURCES
Personal photos

Humanities - History Foundation

3
WEEK
LEARNING
INTENTION
Session 5
L.I Families are
different
Identify different
structures of
families and family
groups today, and
what they have in
common

SUCCESS
CRITERIA
I can recognise
similarities and
differences
between my
family and others

INQUIRY PHASE
Finding out

LEARNING EXPERIENCES

Students to draw up table in

their book using headings my
Read book Tom Tom by family, same, different.
Rosemary Sullivan and
Students draw a picture if their
Dee Hurley
own family and what make them
Ask/discuss
unique. Students share with
o Who the people
other class members and find a
are in Tom Toms student whose family was
family?
similar and a student whose
o How are they
family was different. Students
different to your
then draw what is different and
family?
same
o How are they
Questioning
similar to your
o Who are the people in
family?
your family?
o How are they different to
your family?
o How are they similar to
your family?
o How many people are in
your family?

REFLECTION
Students answer 3
questions from grid
Once completed students
bring their table of
similarities and
differences to the floor
circle talk
Interactive activity
Watch Story of Lucy on
YouTube
https://www.youtube.com/
watch?v=-aQVQbGDojo
Draw what is similar and
different to your family

RESOURCES
Book Tom Tom

LEARNING
INTENTION
Session 6
L.I My families
celebrations
How they, their
family and friends
commemorate
past events that
are important to
them

SUCCESS
CRITERIA
I can identify
celebrations
which my family
have
I can identify the
differences and
similarities
between family
celebrations

INQUIRY PHASE
Sorting out
Ask students
o What they
celebrate with
their families?
(Brainstorm)
o What
celebrations?
o What traditions?
o Why are they
important?
o How do you
celebrate?
Identify significant
aspects of their families
celebrations

LEARNING EXPERIENCES

REFLECTION

Ask students to think about their

favourite celebration and draw
the celebration and who is
involved
(Show example of my
celebration on board)

Students find a peer with

a different celebration
and discuss about their
celebrations (encourage
students to answer the 5
Ws)
o What is the
celebration?
o Why is it
celebrated?
o Where?
o When?
o Who?
o How?

o
o
o
o
o
o
o

Questioning
What they celebrate with
their families?
(Brainstorm)
What celebrations?
What traditions?
Why are they important?
How do you celebrate?
Why is it your favourite?
When is it?

Interactive activity
Watch the video of a
childs 1st birthday
Bring an old photo or
object that has meaning
to tell a family story.
Students are to inquire at
home about a family story
that supports the source.
Students to bring the
source to the next class
to share.

RESOURCES

Humanities - History Foundation

WEEK 4
LEARNING
INTENTION
Session 7
Share significant
stories with
peers
L.I - How they,
their family and
friends
commemorate
past events that
are important to
them
Pose questions
about the past
using sources
provided
Explore a range of
sources about the
past
Develop a
narrative about the
past

SUCCESS
CRITERIA

INQUIRY PHASE

LEARNING EXPERIENCES

REFLECTION

RESOURCES

I can retell a
story using a
photo or object

Sorting out

Students bring in photo/object

as instructed in the prior session
5 students to share their story
Encourage children to pose
questions

Once students are

finished they can share
with a partner, encourage
questioning (5 Ws)

A personal photo
or object to model
to children

I can pose
questions to find
out more
information
I can answer
questions posed
by others

Read Whoever you are

by Mem fox or using
slide share doc on IWB
http://www.slideshare.net
/tsurawski/whoeveryouar Students write a sentence about
e?next_slideshow=1
their photo or object and draw a
picture
Discuss relationships in
the story, how they
Questioning
compare with their own
o What is happening?
family, characteristics
o Why did you bring this?
that students share and
o Who is in your photo?
how they are different
o Does anyone else
(food, colour, country,
celebrate this?
house, hair, eyes)
o Why is it important to
you?
o It is yours or a family
members

Students write 3
questions for their
question grid
Interactive activity
Look through the gallery
of people celebrating
Choose 3 photos and
complete I see, I think, I
wonder
Example I see children celebrating
a birthday
I think celebrating with
the dragon would be
interesting
I wonder why the Indian
people have sparklers

LEARNING
INTENTION
Session 8
Reflecting on
learning
L.I reflect upon
their learning
during the unit
when exploring
their history and
that of their family

SUCCESS
CRITERIA

INQUIRY PHASE

LEARNING EXPERIENCES

REFLECTION

I can recall what

I have learnt

Reflection

Students write in books using

the prompts
3 things I learnt
2 questions I have .
1 action I will do to answer the
questions.

Share circle using

Reflection sticks
reflection sticks
o I wonder
o I found out
o Something new
for me
o I have learnt
o I was
challenged
by
o Did you know
o I practiced my
skills.
o Today I
discovered
o I need to know
more about
o I can use.

I can pose
questions about
my learning

Discuss with students

what they have learnt,
questions they still have
and ways they can
answer the questions

Questioning
o What did you learn?
o How did you learn that?
o Why is it important?
o What questions do you
have?

RESOURCES

Humanities - History Foundation

5
WEEK
LEARNING
INTENTION
Session 9
Reflecting on
learning
L.I Sequencing
familiar events in
an order when
relating to a story

SUCCESS
CRITERIA

INQUIRY PHASE

LEARNING EXPERIENCES

REFLECTION

I can sequence
events using a
timeline arrow
and a series of
detailed
drawings

Reflection

Summative assessment

Read the book How the

Birds Got Their Colours
Discuss how the birds go
their colours in
sequential order (retelling)
Encourage vocab from
story, then, before, after,
now

Students draw up a timeline

arrow and draw how the birds
got their colours over time.
Students are encouraged to
retell the story in a few
sentences.

Children answer 3
questions from question
grid.

I can use words

related to time
and to the story

Model a timeline arrow to

students

Reflect upon story as a

group, ask students to retell the story using their
timeline as a prop.
Complete KWL what I
learnt (formative
assessment)

RESOURCES

ASSESSMENT OVERVIEW
By the end of the Foundation level, 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.

Summative assessment assessment OF learning

Presenting work to peers
Circle talk
Observations
Question Starter grid
Personal Timeline
How the birds got their colours timeline
Open-ended questions (5Ws)
Class participation

Formative assessment assessment FOR learning

Involvement in class blog
Class participation
Observations
Open-ended questions (The 5W's)
Feedback
In class presentations
Travel Buddies
KWL what I learnt

Reference: Department of Education and Early Childhood Development 2011, Victorian Early Years Learning and Development Framework,
Melbourne