observation of construction of timelines, or sequencing of events demonstration of research skills, including locating, selecting, organising and communicating information in relation to the topic. Syllabus content Teaching, learning and assessment Resources The Investigation of Historic Sites and Reviewing time and chronology Sources As a class, students review the concepts of time and chronology. Students recognise Students: and use terms such as week’, year’ to describe events in ‘today’, ‘yesterday’, ‘last ‘last the present and the recent past. recognise the passage of time in their everyday life and explore the Students engage in a class discussion during which the concept of is ‘decade’ language of time explored. Students are shown a timeline that displays the decades since 1940. Students consider: identify how time is measured, for example centuries How many decades have they lived? identify some of the ways historians How many decades have their parents lived? and archaeologists record history, for How many decades have their grandparents lived? example written accounts, How do we know about events that happened before our parents and photographs, drawings, details of grandparents were alive? located artefacts Students participate in a class discussion of different ways to record the past, eg use the language of time in a range of news, pictures, people’s diaries, songs. contexts In groups, students complete a graphic organiser to explain why songs are a good use chronology to order events, way to communicate ideas about people and events and why they are important personalities, changes and places historical sources. from the past, for example construct and present a timeline of significant events in the history of their family History and Memory Students: identify methods used to remember the past recognise the way stories are used to create and remember the past
observation of construction of timelines, or sequencing of events demonstration of research skills, including locating, selecting, organising and communicating information in relation to the topic. Syllabus content Teaching, learning and assessment Resources The Investigation of Historic Sites and Sources Students: recognise the passage of time in their everyday life and explore the language of time identify how time is measured, for example centuries identify some of the ways historians and archaeologists record history, for example written accounts, photographs, drawings, details of located artefacts use the language of time in a range of contexts use chronology to order events, personalities, changes and places from the past, for example construct and present a timeline of significant events in the history of their family History and Memory Students: identify methods used to remember the past recognise the way stories are used to create and remember the past Reviewing time and chronology As a class, students review the concepts of time and chronology. Students recognise and use terms such as ‘today’, ‘yesterday’, ‘last week’, ‘last year’ to describe events in the present and the recent past. Students engage in a class discussion during which the concept of ‘decade’ is explored. Students are shown a timeline that displays the decades since 1940. Students consider: How many decades have they lived? How many decades have their parents lived? How many decades have their grandparents lived? How do we know about events that happened before our parents and grandparents were alive? Students participate in a class discussion of different ways to record the past, eg news, pictures, people’s diaries, songs. In groups, students complete a graphic organiser to explain why songs are a good way to communicate ideas about people and events and why they are important historical sources.