Classroom activities and teacher resources to accompany this video may be found here:    Bibliographic details for ‘Cooking food in the past and present’:

ABC For the Juniors, ‘Cooking food in the past and present’, ABC Splash 01 Nov 2016

More Grade 1 Resources linked to these images below

Minibeasts! Acrostic Poem Mosquito       What is the House of Shells? Watch the video and colour in your own shell       Teacher Resources: Mangrove Cutting Skills Worksheet       Teacher Resources: Colouring in sheets

Year 1 Level Description


How my world is different from the past and can change in the future

The Year 1 curriculum provides a study of the recent past, the present and the near future within the context of the student’s own world. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to. They examine their daily family life and how it is the same as and different to previous generations. They investigate their place and other places, their natural, managed and constructed features, and the activities located in them. They explore daily and seasonal weather patterns and how different groups describe them. They anticipate near future events such as personal milestones and seasons. The idea of active citizenship is introduced as students explore family roles and responsibilities and ways people care for places.

The content provides opportunities for students to develop humanities and social sciences understanding through key concepts including significancecontinuity and change; place and space; roles, rights and responsibilities; and perspectives and action. These concepts may provide a focus for enquiries and be investigated across sub-strands or within a particular sub-strand context.

The content at this year level is organised into two strands; knowledge and understanding, and enquiry and skills. The knowledge and understanding strand draws from two sub-strands: history and geography. These strands (knowledge and understanding, and inquiry and skills) are interrelated and have been developed to be taught in an integrated way, which may include integrating with content from the sub-strands and from other learning areas, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Inquiry Questions

A framework for developing students’ knowledge, understanding and skills is provided by inquiry questions. The following inquiry questions allow for connections to be made across the sub-strands and may be used or adapted to suit local contexts: inquiry questions are also provided for each sub-strand that may enable connections within the humanities and social sciences learning area or across other learning areas.

  • How has family life and the place we live in changed over time?
  • What events, activities and places do I care about? Why
  • Concepts for developing understanding

    The content in the history sub-strand provides opportunities for students to develop historical understanding through key concepts including continuity and change, perspectives, empathy and significance. The content for this year focuses on similarities and differences in family life over recent time (continuity and change, perspectives) and how people may have lived differently in the past (empathy). Students’ understanding is further developed as they consider dates and changes that have personal significance (significance). As students continue to explore the past and the present, they begin to speculate about the future (continuity and change).

    Inquiry Questions

    • How has family life changed or remained the same over time?
    • How can we show that the present is different from or similar to the past?
    • How do we describe the sequence of time?