| Course Content Descriptions | Elaborations |
| A. Historical Concepts and Skills | |
| History Sources as Evidence | · discussing with parents and grandparents about life in the past |
| Identify perspectives about changes to daily life from people in the past or present (VCHHC055) | · exploring stories from and about the past, for example letters, diaries, radio or television programs |
| · inviting parents, grandparents and elders into the classroom to communicate about their childhoods and comparing their favourite toys with those of children today |
| Ripponlea and Como: Learn about life in the past. Hear stories about how people lived. Read about the history of the houses. Play early sports and games. |
| Continuity and Change | |
| · suggesting ideas about what objects from the past may have been used for |
| Identify examples of continuity and change in family life and in the local area by comparing past and present. (VCHHC056) | · distinguishing between what is old and what is new, using such clues as the condition of the object |
| · identifying features of a site, such as dates, decorations and plaques on buildings, that reveal its past |
| Ripponlea and Como: Learn about how children lived in the past compared to now. Examine historical artefacts. How are old houses different from modern homes? |
| Historical Significance | |
| Identify the significance of a person and/or place in the local community. (VCHHC057) | · describing a significant person or place from their community’s past, for example, a short report on a building of significance describing when, where, why, who built it, and why it is valued, or a biography on a significant individual |
| Ripponlea and Como: Write a short report about the people who built the houses. What were they like? |
| B. Historical Knowledge | |
| Personal Histories | · Range of family structures. What kind of family were the Sargoods? How are they different from your family? What difference did the size of the family make to how they lived? What if they weren’t rich? |
| Differences and similarities in family structures and the role of family groups today, and how these have changed or remained the same over time (VCHHK059) | · using images and stories to identify similarities and differences between students' families and those at Ripponlea and Como. |
| · examining and commenting on the roles of family members over time, for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past, and comparing these with family roles today, such as work outside the home, washing, cooking, cleaning, gardening, child care. What jobs did people do in the past? |
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| · Create a time line for this history of the house using terms such as ‘before’, ‘after’, ‘next’ and ‘then’ |
| · exploring and comparing aspects of family life in the past and present such as family traditions, leisure time, technology’ schooling. |
| How the present, past and future are signified by terms indicating and describing time (VCHHK060) | · examining and commenting on photographs and stories about the lives of the people to find out how daily lives have changed |
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| Ripponlea and Como: Use images to compare modern life to that of the past. How was work organised? What did they do in their spare time? How did they communicate? |
| Differences and similarities between students' daily lives and perspectives of life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications (VCHHK061) | |
| Community Histories | |
| The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (VCHHK063) | · using books, newspapers, oral histories, audio visual material, digital sources, letters, photographs to investigate the history of a chosen person, building, site or landmark in the local community and relating a story these sources reveal about the past |
| · discussing why a particular site has heritage significance/cultural value for present generations, for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity |
| The significance today of an historical site of cultural or spiritual importance (VCHHK064) | |
| · examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives, for example, changes to land, air and sea transport, the move from wood-fired stoves to gas/electrical appliances, the introduction of television, transistors, FM radio and digital technologies |
| · identifying where the technology used in their grandparents’ childhoods was made compared with the technology they use today |
| The effect of changing technology on people’s lives and their perspectives on the significance of that change (VCHHK065) | · creating models of toys used by children who lived when electricity was not available |
| Ripponlea and Como: What technology did they use? How did they heat the house? What equipment was available? How did it work? Investigate toys of the past. How did clockwork mechanisms work? |
| ACHIEVEMENT STANDARD | |
| By the end of Level 2, students explain aspects of daily life to identify how some have changed over recent time while others have remained the same. They describe personal and family life, a person, site or event of significance in the local community. | |
| Students sequence events in order, using a range of terms relating to time. They use sources (physical, visual, oral) including the perspectives of others (parents, grandparents) to describe changes to daily life and the significance of people, places or events. They compare objects from the past and present. Students create a narrative about the past using terms and a range of sources. | |
| GEOGRAPHY Foundation – Level 2 | |
| A. Geographical Concepts and Skills | Elaboration |
| Data and Information | · making a map to show how a bird would see a place (birds-eye view), using pictures or models of objects |
| Represent data and the location of places and their features by constructing tables, plans and labelled maps (VCGGC061) | Ripponlea and Como: Make a map of the property using your own codes for different places and uses. |
| GEOGRAPHY Foundation – Level 2 | |
| A. Geographical Concepts and Skills | Elaboration |
| Data and Information | · making a map to show how a bird would see a place (birds-eye view), using pictures or models of objects |
| Represent data and the location of places and their features by constructing tables, plans and labelled maps (VCGGC061) | Ripponlea and Como: Make a map of the property using your own codes for different places and uses. |
