Multistage ES1-S3
RHEEC PROGRAM: Time and Change
Overview: Unit that focuses on, and allows students to experience first-hand, aspects of our colonial heritage.
Examining the way of life during colonial times provides a rich understanding of our history, through different
perspectives.
Curriculum Focus and rationale: HISTORY K-6
Syllabus Outcomes
ES1:
HTe-1 communicates stories of their own
family heritage and the heritage of others
HTe-2 demonstrates developing skills of
historical inquiry and communication
Duration: 1 day
Syllabus Content
ES1: How the stories of families and the past can be
communicated, for example through photographs, artefacts,
books, oral histories, digital media and museums (ACHHK004)
S1:
The history of a significant person, building, site or part of the
S1:
natural environment in the local community and what it reveals
HT1-2 identifies and describes significant
about the past (ACHHK044)
people, events, places and sites in the local
Students:
community over time
• brainstorm what aspects of the past can be seen in the local
HT1-4 demonstrates skills of historical inquiry area
and communication
• identify a significant person, building, site or part of the natural
environment in the local community and discuss what they reveal
S2:
about the past and why they are considered important
HT2-2 - describes and explains how
• investigate an aspect of local history
significant individuals, groups and events
S2: The importance of Country and Place to Aboriginal peoples
contributed to changes in the local
community over time
who belong to a local area (Wiradjuri) (ACHHK060)
HT2-5 - applies skills of historical inquiry and ONE important example of change and ONE important example of
continuity over time in the local community, region or state/territory
communication
(ACHHK061)
Students using a range of sources, describe and explain how and
why ONE area, eg transport, work, education, entertainment and
daily life, has changed or ONE that has remained the same in the
local area, region or state/territory since colonial times
Learning across the curriculum:
All Red Hill EEC activities utilise and
reflect the principles of 8 Ways
pedagogies for Aboriginal learning.
Sustainability
Aboriginal and Torres Strait
Islander histories and cultures
Multistage ES1-S3
RHEEC PROGRAM: Time and Change
S3:
HT3-1describes and explains the significance
of people, groups, places and events to the
development of Australia
HT3-2 describes and explains different
experiences of people living in Australia over
time
HT3-5 applies a variety of skills of historical
inquiry and communication
S3:
Students investigate - The nature of convict or colonial
presence, including the factors that influenced patterns of
development, aspects of the daily life of inhabitants (including
Aboriginal and Torres Strait Islander peoples peoples) and how
the environment changed (ACHHK094)
Students:
• outline settlement patterns in the nineteenth century and the
factors which influenced them
• discuss the impact of settlement on local Aboriginal peoples and
the environment
• discuss the diverse relationships between Aboriginal peoples
and the British
• investigate the everyday life of a variety of men and women in
post-1800 colonial settlements using a range of sources and
explain their different experiences
National Safe School Framework focus
8ways
Story Sharing
Land links
Deconstruct Reconstruct
Element 2: A supportive and connected school culture
Element 5: Positive behaviour management
Element 6: Engagement, skill development and safe school
curriculum.
Element 7: A focus on student wellbeing and student ownership
RHEEC PROGRAM: Time and Change
Multistage ES1-S3
Introduction: Generic
What is RHEEC?
Introduction to history of Gulgong with reference to the Wiradjuri people, the discovery of gold,
the Holtermann collection of photographs, artefact study and the activities that will be experienced
during the visit.
FUNROOM
Learning Activity One
Historical Walking Tour of Gulgong: Students dress in costume and take a heritage walk led by
RHEEC staff. Visit Poppet head, Opera House, Gold drains etc. (Optional: Include a gold nugget
chase).
OPERA HOUSE, TOWN
WALK, MUSEUM
Resources: Props (see
teacher instructions),
costumes, work vehicle
MUSEUM
Learning Activity Two : Museum Visit
Exhibits reinforce student understanding of the heritage/gold rush period
Learning Activity Three : Making Butter and Damper: Students learn more about basic survival
in the time of our forebears by making and cooking damper and learning to churn butter
Learning Activity Four : School in 1872: Students are challenged to return to school in earlier
times by undertaking the lessons and tasks completed by children in 1872
Colonial Games: Students play a range of games that involve using only natural materials
Conclusion: Students take part in a concluding activity; reinforcing learnt information.
FUNROOM
Resources: Props and
pictures in funroom
KITCHEN
Resources: Cream, kitchen
utensils, flour, golden syrup,
churn
SCHOOLHOUSE/OUTSIDE
Resources: Eggs and
spoon, sacks, domes, sticks
for fly, quoits.
FUNROOM