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An Exploration of Time –
Personal Time Lines
 

This Year 1 program embraces the pedagogy of the Early Years Learning Framework. Project pedagogy promotes children’s sense of identity as they connect with their personal histories and that of their communities. The teaching strategies used here,  including talking tubs, mind maps and time lines engage children actively in their learning, encouraging them to ask questions, share their theories, research and investigate. 

 

This project emphasises the development of inquiry skills and builds children’s historical understandings of continuity and change, cause and effect, perspectives, empathy and significance by exploring the concept and language of time and then moves to using sources to create a personal representation of the passing
of time.

Learning Sequence

This series of lessons emphasises the development of inquiry skills and builds children’s historical understandings of continuity and change, cause and effect, perspectives, empathy and significance. It aims to develop children’s knowledge of past, present and future in the context of their own personal history and that of their school or community with links to Aboriginal and Torres Strait Islander Histories. This unit explores the concept and language of time and then moves to using sources to create a personal representation of the passing of time by exploring memory and creating a personal time line.  

Lesson One - Exploring the Time Talking Tubs™ and creating a 3-D mind map.

Focus Question: Can students identify between the past, present and future? 

 

Lesson Two - The language of time - developing an appropriate vocabulary for talking about time

Focus Question: Can students use relevant and accurate terms to show the passing of time? 

 

Lesson Three - Reflecting on the similarities and differences in families past and present.

Focus Question: Can students represent how families have changed or stayed the same over time? 

 

Lesson Four - Representing Family and Personal Histories

Focus Question: Can students pose a range of relevant and detailed questions about the past, using provided resources to support the development of an appropriate narrative about the past? 

 

Lesson Five - Now We Are Six – Creating a Personal Timeline 

Focus Question: Can students present historical information in a sequence supported by writing and illustrations?

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