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-Present and review final assessment
-Individual and peer feedback
-Reflection
-Demonstration of key ideas

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Summative assessment: ICT presentation
-Use of inquiry skills:

CCT

ICT

Intercultural Understanding

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-Formative assessment: Graphic organiser of ideas (T-charts and Venn diagrams)
-Correct use of key vocabulary
-Think, pair and share activities

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-HOOK: Interactive game to introduce family, place and vent dynamics
-Diagnostic assessment (Mind map): address misconceptions and prior knowledge

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-Introduction to Inquiry Topic: use of videos, online resources, hands on activities to accomodate for all learners
-Collaborative discussion
-Use of key vocabulary
***Excursion to History Museum***

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Diagnostic:
Mind map on past knowledge and ideas in relation to family dynamics and significant events
Formative:
Graphic organiser (T- Charts & Venn diagrams) compare and contrast between past and present
Summative:
Final assessment (Powerpoint presentation, using ICT skills)

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Literacy

Critical and Creative Thinking

Numeracy

Personal and Social Capability

Intercultural Understanding

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Aboriginal and Torres Strait Islander Histories and Cultures

Sustainability

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Connection to Place resource: https://www.primezone.edu.au/resource/farms-and-peoples-connections-to-them/

Celebrating our Shared History resource:
https://reconciliationsa.org.au/document/55000-years-and-counting-celebrating-our-shared-history/

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This is a teacher resource containing a sequence of activities for investigating farms and the connections that diverse groups of people have to them. It contains material to assist planning, implementing and assessing a study of different Australian farms, the primary resources that come from farms, and connections that people have to different regions of the world including Aboriginal and Torres Strait Islander Peoples' connection to Place. This resource includes a fast facts section detailing some important Australian agricultural industries, resource sheets, and links to images, online videos and other Internet based resources.

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This is a teacher resource containing a sequence of activities for investigating farms and the connections that diverse groups of people have to them. It contains material to assist planning, implementing and assessing a study of different Australian farms, the primary resources that come from farms, and connections that people have to different regions of the world including Aboriginal and Torres Strait Islander Peoples' connection to Place.

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HASS
History:
*Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028 - Scootle )
*Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030 - Scootle )
*How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons(ACHASSK029 - Scootle )

Geography:
*The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031 - Scootle )
*Activities in the local place and reasons for their location (ACHASSK033 - Scootle )

Science:
*People use science in their daily lives, including when caring for their environment and living things (ACSHE022 - Scootle )

Health:
*Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024 - Scootle )

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By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.
Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

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*How has family life and the place we live changed over time?
*What events, places and activities are important in our lives and why?
*What is similar and different to your life compared to your parents and grandparents?

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Families and Places: Past and Present