HISTORY OVERVIEW, PREP - TERM 4
Could memories be as precious as gold?
UNIT TITLE:
UNIT OUTLINE
CONTENT DESCRIPTIONS
In this unit, students will research Historical Knowledge and Understanding
ASSESSMENT (A)
Achievement Standard
and investigate the key inquiry
By the end of the Foundation year,
question – How can stories of the How the stories of families and the past can be students
identify
similarities
and
communicated, for example through photographs,
past be told and shared?
differences between families and
artefacts, books, oral histories, digital media and recognise how important family events
museums (ACHHK004)
are commemorated.
LINKS TO OTHER LA’S
ICT
Visual Arts
Historical Skills
Mathematics
Distinguish between
(ACHHS016)
HISTORICAL CONCEPTS
Explore a range of sources about the past (ACHHS018)
Assessment for Learning:
Empathy
Explore a point of view (ACHHS020)
Anecdotal Notes
Develop a narrative about the past (ACHHS021)

English
Technology (embedded)
Perspectives
Significance Evidence
past,
present
and
Students sequence familiar events in
order. They pose questions about their
past. Students relate a story about their
future past using a range of texts.
Use a range of communication forms (oral, graphic
written, role play and digital technologies) (ACHHS022)
Monitor students’ knowledge of
memories, what they are and how
they are formed. (Purpose: To ensure
that students have a basic
understanding of the concept of
‘memories’ before moving on to
develop their knowledge further.)
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Assessment as Learning:

Students report orally to other
students – Checklist of Speaking and
listening skills. (Purpose: To gauge
student’s ability to articulate their
point of view evidenced by a source
or sources from the past.)

Checklist/Anecdotal notes to record
that each child has articulated a
memory with relevant information
included.
(Purpose:
To
gauge
student’s knowledge at this stage, of a
personal memory triggered by an
artifact. Give feedback to students as
required.)

Anecdotal notes to record student’s
ability to identify his/her memories as
Gold, Silver or Bronze memories.
(Purpose: To gauge the student’s
understanding the concept of the
value of memories and to feedback to
those having difficulty.)
Assessment of Learning:
Assessment Task:

Students produce a ‘memory artwork’
and an oral explanation of how a
memory can be made of gold to
different people.
The oral
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presentation should be recorded
digitally. The artwork and digital
narrative of the past are in response
to the big question and will be
displayed in the ‘Memories are as
Precious as Gold’ Gallery/Museum.
See Assessment Task and Criteria Sheet
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS
Community
Leader
Contributor
and Collaborator
Effective Communicator
Designer and
Active Investigator
Quality
Creator
Producer
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CROSS CURRICULA PRIORITIES
Catholic Ethos
The overarching purpose of Catholic schools of the
past, as well as the future, is to bring the Good News
of Jesus to all who hear it. In the midst of a world of
educational, social and economic change the focus
on the holistic growth of the individual remains the
surest way catholic school can prepare students for
the uncertainties of the future.
Aboriginal and Torres Strait Islander
Histories and Cultures
Asia and Australia’s Engagement with
Asia
Active engagement of inclusive curriculum practices
which reflect Aboriginal and Torres Strait Islander
perspectives, knowledge, histories, cultures and
spirituality.
A
genuine
commitment
to
Reconciliation, guided by principles of personal
dignity, social justice and equity, which reflects the
Gospel message and the mission of the Church.
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
Social Emotional Learning
Inclusive Education
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
Defining Features, Diocese of Cairns
The curriculum provides opportunities to value and
3. Know about contemporary and traditional
The curriculum provides opportunities for young respect:
Asia
people to connect their curriculum experiences to a
1. traditional knowledge and practices
4. Connect Australia and Asia
living Christian faith.
2. culture and natural heritage
5. Communicate effectively with people of the
3. spirituality
Asian region both within and outside
and to critically examine and/or challenge:
Australia confidently
1. social constructs
2. prejudice and racism
Sustainability Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships
issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate
attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital.
difference, to value diversity and learn to respond
with dignity and respect to all through mutually
The curriculum provides opportunities to reflect The curriculum provides opportunities to develop:
enriching interactions.
upon:
1. Self Awareness
1. the gift of creation
2. Social Awareness
The curriculum provides equitable access for and/or
2. an attitude of responsible stewardship
3. Responsible Decision Making
positive interactions with students from different
and to critically examine and/or challenge:
4. Self-Management
backgrounds and with diverse needs and abilities.
1. the impact of human interaction with the
5. Relationship Management
natural, built and social environment
2. current environmental issues
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GENERAL CAPABILITIES
Literacy
Students become literate as they develop
the skills to learn and communicate
confidently at school and to become
effective individuals, community
members, workers and citizens. These
skills include listening, reading, viewing,
writing, speaking and creating print, visual
and digital materials accurately and
purposefully within and across all learning
areas.
Students become numerate as they
develop the capacity to recognise and
understand the role of mathematics in the
world around them and the confidence,
willingness and ability to apply
mathematics to their lives in ways that are
constructive and meaningful.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
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As they become literate students learn to:

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interpret, analyse, evaluate, respond to
and construct increasingly complex texts
(Comprehension and composition)
understand, use, write and produce
different types of text (Texts)
manage and produce grammatical
patterns and structures in texts
(Grammar)
make appropriate word selections and
decode and comprehend new (basic,
specialised and technical) vocabulary
(Vocabulary)
use and produce a range of visual
materials to learn and demonstrate
learning (Visual information)
As they become numerate, students
develop and use mathematical skills
related to:

Calculation and number
Patterns and relationships
Proportional reasoning
Spatial reasoning
Statistical literacy
Measurement.
Critical and Creative
Thinking
Information and
Communication Technology
Numeracy
Students develop ICT competence when
they learn to:

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
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
Investigate with ICT: using ICT to plan and
refine information searches; to locate and
access different types of data and
information and to verify the integrity of
data when investigating questions, topics
or problems
Create with ICT: using ICT to generate
ideas, plans, processes and products to
create solutions to challenges or learning
area tasks
Communicate with ICT: using ICT to
communicate ideas and information with
others adhering to social protocols
appropriate to the communicative context
(purpose, audience and technology)
Operate ICT: applying technical knowledge
and skills to use ICT efficiently and to
manage data and information when and
as needed
Apply appropriate social and ethical
protocols and practices to operate and
manage ICT.
Students develop critical and creative
thinking as they learn to generate and
evaluate knowledge, ideas and
possibilities, and use them when seeking
new pathways or solutions. In learning to
think broadly and deeply students learn to
use reason and imagination to direct their
thinking for different purposes. In the
context of schooling, critical and creative
thinking are integral to activities that
require reason, logic, imagination and
innovation.
As they develop critical and creative
thinking students learn to:
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pose insightful and purposeful questions
apply logic and strategies to uncover
meaning and make reasoned judgments
think beyond the immediate situation to
consider the ‘big picture’ before focussing
on the detail
suspend judgment about a situation to
consider alternative pathways
reflect on thinking, actions and processes
generate and develop ideas and
possibilities
analyse information logically and make
reasoned judgments
evaluate ideas and create solutions and
draw conclusions
assess the feasibility, possible risks and
benefits in the implementation of their
ideas
transfer their knowledge to new situations
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Ethical Behaviour
Students develop ethical behaviour as they learn to
understand and act in accordance with ethical principles.
This includes understanding the role of ethical principles,
values and virtues in human life; acting with moral
integrity; acting with regard for others; and having a
desire and capacity to work for the common good.
As they develop ethical behaviour students learn to:
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recognise that everyday life involves consideration of
competing values, rights, interests and social norms
identify and investigate moral dimensions in issues
develop an increasingly complex understanding of ethical
concepts, the status of moral knowledge and accepted
values and ethical principles
explore questions such as:
o What is the meaning of right and wrong and can I be
sure that I am right?
o Why should I act morally?
o Is it ever morally justifiable to lie?
o What role should intuition, reason, emotion, duty or
self-interest have in ethical decision making?
Personal and Social Competence
Students develop personal and social competence as they
learn to understand and manage themselves, their
relationships, lives, work and learning more effectively.
This involves recognising and regulating their emotions,
developing concern for and understanding of others,
establishing positive relationships, making responsible
decisions, working effectively in teams and handling
challenging situations constructively.
As they develop personal and social competence students
learn to:
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recognise and understand their own emotions, values and
strengths, have a realistic assessment of their own abilities
and a well-grounded sense of self-esteem and selfconfidence (Self-awareness)
manage their emotions and behaviour, persevere in
overcoming obstacles, set personal and academic goals,
develop self-discipline , resilience, adaptability and
initiative (Self-management)
perceive and understand other people’s emotions and
viewpoints, show understanding and empathy for others,
identify the strengths of team members, define and accept
individual and group roles and responsibilities, be of service
to others (Social awareness)
form positive relationships, manage and influence the
emotions and moods of others, cooperate and
communicate effectively with others, work in teams, build
leadership skills, make decisions, resolve conflict and resist
inappropriate social pressure (Social management).
Intercultural Understanding
Students develop intercultural understanding as they
learn to understand themselves in relation to others. This
involves students valuing their own cultures and beliefs
and those of others, and engaging with people of diverse
cultures in ways that recognise commonalities and
differences, create connections and cultivate respect
between people.
As they develop intercultural understanding students
learn to:
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identify increasingly sophisticated characteristics of their
own cultures and the cultures of others
recognise that their own and others’ behaviours, attitudes
and values are influenced by their languages and cultures
consider what it might be like to ‘walk in another’s shoes’
compare the experiences of others with their own, looking
for commonalities and differences between their lives and
seeking to understand these
reflect on how intercultural encounters have affected their
thoughts, feelings and actions
accept that there are different ways of seeing the world
and live with that diversity
stand between cultures to facilitate understanding
take responsibility for developing and improving
relationships between people from different cultures in
Australia and in the wider world
contribute to and benefit from reconciliation between
Indigenous and non-Indigenous Australians.
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WEEKLY PLANNER
WEEK
1
2
3
4
5
GENERAL CAPABILITIES
6
7
8
9
10
CROSS CURRICULAR PRIORITIES
CE SEL IE
Tuning In
Exploring 
Looking
Sorting 
Acting 
TUNING IN
Lesson One
Building interest
Display an item related to the story ‘Wilfred Gordon McDonald Partridge’ by Mem Fox to spark
children’s interest in upcoming unit.
E.g. A basket filled with ‘memories’, an egg, a rubber thong like the one Wilfred wears in the story, a
picture of Wilfred.
Discuss: What are these things? Why are they here? What do all these things mean?
Read ‘Wilfred Gordon McDonald Partridge’ by Mem Fox to the children.
- Also on YouTube http://www.youtube.com/watch?v=usnOEnTXabw
Discuss Wilfred’s name. Why so many names? Is he named after other people? Why are the names so
old? Etc
Reflecting
RESOURCES
Teacher Resources:
Story – Wilfred Gordon McDonald Partridge
by Mem Fox
YouTube – Wilfred Gordon McDonald
Partridge story by Mem Fox
http://www.youtube.com/watch?v=usnOEn
TXabw
ASSESSMENT / MONITORING
OPPORTUNITIES
Anecdotal notes
 Monitor student’s knowledge of
memories, what they are and how they
are formed.
Further discussion
What is a memory? Why do we have memories? How are they made? Where are memories stored?
When do the actions of memories occur? Past? Present? Future?
Talk about memories from long ago and memories from yesterday. Grandparents have much longer
memories then children, why is that? I wonder if we ever stop making memories?
Distinguish between past, present and future? Which time do our memories relate to?
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HISTORICAL LANGUAGE
Memories, Yesterday, Today, past, present, future
REFLECTION
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WEEK
1
2
3
4
GENERAL CAPABILITIES
5
6
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting  Testing
SEL
Acting 
IE
Reflecting
EXPLORING
RESOURCES
Wilfred Gordon collected artefacts which triggered memories of the old people in the home next door.
He placed them in a basket and carried them with him collecting more and more with each person he
spoke with.
Student Resources:
Memory artefacts
Shoe box
Art / Collage Materials to decorate the
boxes
Lesson Two
Teacher brings in a shoebox of artefacts and relays memories related to each item inside. E.g. – dancing
medal, toy from childhood, Baptism bangle, Grandmothers handkerchief, etc.
Students share some of their own memories. Discuss some of their own artefacts they could bring in as a
visual reminder of their memory – soccer trophy, Grandfathers old cap, riding saddle, etc. This could be
an opportunity for making links to Indigenous, Asian or other cultural heritages.
Discuss the length of memories – Wilfred found the shoe box of precious shells he found a long time ago
– last summer. What is a long time ago to you? What is a long time ago to your Grandmother? Discuss
perspectives of different people and different lengths of time, the older you are the longer your
memories will be. Look at a time line comparing life time of a child vs. an adult, e.g. 5 years and 40 years
on a number line. 40 year old has had much longer to make memories than the 5 year old. Revise the
concepts of past, present and future. When have these memories occurred?
Lesson Three
Activity – Think, Pair, Share
Prior to this lesson children think about memories that are important to them and collect artefacts from
Teacher Resources:
Think pair share
Memory artefacts
Number line
Camera
Checklist for assessment
ASSESSMENT / MONITORING
OPPORTUNITIES
Anecdotal notes/Checklist:
 Speaking and listening skills –
Students articulate their point of view
with an artefact/s as a source from
the past. The students are able to
distinguish between the past, present
and future.
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home to bring in and show. Encourage children to bring 4-5 artefacts in a box.
Children pair with another child and share their memories and show all their artefacts.
Children move into groups of 6 and share 1 memory from their box with the group.
As a whole class, students report back a memory of the person sitting beside them in the small group
activity.

Checklist/Anecdotal notes to record
that each child has articulated a
memory with relevant information
included.
* If possible children can keep their shoe box or memory box at school to decorate in an art lesson and
display in the classroom.
Lesson Four
Invite family members into the class to share their precious memories and bring in artefacts to show the
children. Again this could be an opportunity to bring in family members from various cultural
backgrounds. Create a roster for parents – 2-4 each day to share a memory with the children. This might
occur over the next 3 weeks and should only take 5 minutes each parent / Grandparent.
NB Encourage parents / Grandparents to include memories of war experiences, family celebrations and
Indigenous, Asian or other cultural perspectives.
Take photos of family members sharing their memories and create either a ‘Remember when…” book
with the photos taken, or a digital presentation.
HISTORICAL LANGUAGE
Memories, artefacts, experiences, photographs, oral histories, perspectives, point of view
REFLECTION
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WEEK
1
2
3
4
GENERAL CAPABILITIES
5
6
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting  Testing 
SEL
Acting 
SORTING
IE
Reflecting
RESOURCES
Introduction to the Lesson:
Wilfred Gordon discovered that memories could be described as ‘As precious as gold’. Introduce the
notion of comparison through the use of simile… ‘as precious as gold’. (Current price of old is around
$50 per gram. Show children a 250g block of butter – explain that if it was made of GOLD, it would be
worth $12, 500. This is a lot of money! Try to give children some concept how much money or the
value that this has. You may also like to explore another comparison simile such as: ‘as fast as the
wind!” What does this mean? Why would we describe something like this? Could we describe
memories we have collected be as precious as gold? What makes a memory precious?
Student Resources:
Artefacts
Coloured pencils
Scissors
Lesson Five
Sort through the memories that make us feel good and help us remember who we are.
Discuss how not all memories are happy memories but they can be important memories – remembering
the anniversary of a death of someone in the family. E.g. Remembering Grandma has died is sad, but we
remember the wonderful things she used to do or what she has taught us. Memories document your life
and only you have those memories, no one else has the same memories as you.
Balance scales – one for each group of 6
children
Teacher Resources:
Coloured stones or other weighted
materials (available at Overflow)
Tally chart for whole class representation
of gold, silver, bronze medals (See
appendices for a template to enlarge.)
White paper memory disc template (see
appendices)
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ASSESSMENT / MONITORING
OPPORTUNITIES
Monitoring through anecdotal notes or
checklists:
 Student’s participation in discussions.
(Provide feedback to students.)
-
(Coloured Stones)

Teacher models the importance of memories by using a balance scale and coloured stones. The artefact is
the object that triggers the memory and the stones represent how much the memory is worth to us.
- The more precious the memory, the more stones you will place in the side of the scale to
represent how much it means to you. (We are looking to compare the amount of stones that
denote the importance of the memory for us.)

Compare the amount of stones for each memory and link it to Gold, Silver and Bronze memories. i.e –
the largest pile of stones is a gold memory, the smallest pile is the bronze memory. Discuss how gold is a
precious metal and is worth a lot of money. Could memories be as precious as gold? (You could make the
simile as precious as silver, as precious as bronze.)
Follow up home task: Recall 1 of your own memories from the memory box and collect 2 more memories
with artefacts to represent them from family members e.g. a parent and a Grandparent. Students can
bring more than one artefact to remind them of their memory. Discuss at home the importance of these
memories to the person to whom they belong.
Student’s ability to identify his/her
memories as gold, silver or bronze
memories. (Note students having
difficulty articulating their point of
view.)
Monitor the students’ ability to
articulate other points of view when
they feed back the information
gathered from their Grandparents or
parents in regard to the gold, silver or
bronze memories.
Lesson Six
In groups of 6, sort memories represented by artefacts into Gold, Silver or Bronze using the balance scale
and coloured pebbles / other weighted materials. Each child measures and decides whether their
memories are bronze, silver or gold. They then colour in a white paper memory disc (see template)
yellow for gold, grey for silver or brown for bronze to represent what each memory is made of and draw
a small picture of the artefact used to represent the memory e.g. a bangle, coin, photo.
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As a whole class, the children collate information by gluing discs onto tally sheets to show how many
gold, silver and bronze memories were collected. (See appendix for template that can be enlarged.)
Follow up home task: Send the memories home and have parents and grandparents sort the memories
too. To different people memories will have varying degrees of importance. What is the gold memory for
all your family members? (e.g. I saw the birthday party as my gold memory because I got a wonderful toy
I wanted for such a long time. Mum saw it as a gold memory because it was my first birthday party with
friends from school. Nana saw it as a gold memory because I’m her oldest grandson)
Discuss/share in class what the children find out from home.
Gold Memories

Silver Memories

Bronze Memories

HISTORICAL LANGUAGE
Memories, artefact, oral histories, photographs, books, story, point of view
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REFLECTION
WEEK
1
2
3
4
GENERAL CAPABILITIES
5
6
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting  Testing
SEL
Acting 
ACTING
Test the information we have gathered and sorted against the big question – Could memories be as
precious as gold?
Lesson Seven
Review sorting process and teacher models answer to the big question.
Show students your artefact/s that helped you remember your memory. ‘My gold memory was when I got
my first soccer medal when I six years because it was very exciting and I worked hard to get it. I got this
medal 20 years ago. It was also a gold memory for my Mum as she was very proud of me. Mum remembers
the big smile I had on my face. My Nan said it was a gold memory to her because she knew I had worked
hard and persisted to win it and she was proud of my effort. She has a photo of me with my first medal.
This one memory was as precious as gold to all of us.’
Video students showing their artefact and sharing why their memory is as precious as gold to all the
members of their family. This can be done in small groups using Photo booth, during an ICT lesson, using a
IE
Reflecting
RESOURCES
Student Resources:
Artefact
Materials to create artwork – paper,
water colours, paint, glue, collage
materials, charcoal etc
Teacher Resources:
Video camera / Photobooth (Mac
computer)/ ipad
Audacity program – free download for
Mac or Windows
(http://audacity.sourceforge.net/)
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video camera (this option may take longer) or an ipad, or the Audacity program (for recording and edit
sounds). Some could be recorded and linked to QR codes to go beside the artwork.
Collect Art materials
Display materials
Lesson Eight and Nine
Creating a gallery/museum of memories – ‘Memories are as precious as Gold’
Gallery can be created in any way the teacher wishes – Art works + Oral explanation using Audacity
program, a video camera or an ipad etc
Create a picture of your golden memory using watercolours on tissue paper, on canvas, collage, – some
medium other than normal pencils or paint. Create an art gallery in your classroom and display artwork and
reasons why each visual art piece is a gold memory. Set up an area where videos / Photo booth recordings/
recorded message can be displayed and heard while students view their artwork. (Some could be linked to
QR codes displayed beside the artwork.)
Speakers for computer
QR code maker and reader
http://www.interactivestudios.net/barcode/createcode.aspx
ASSESSMENT / MONITORING
OPPORTUNITIES
Assessment Task:
Students produce a ‘memory artwork’
and an oral explanation of how a
memory can be made of gold to
different people. The oral presentation
should be recorded digitally
See Assessment Task and Criteria Sheet
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HISTORICAL LANGUAGE
Artefacts, memories, oral histories, story, past, sources.
REFLECTION
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Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
GENERAL CAPABILITIES
5
6
7
8
Exploring 
Looking
10
CROSS CURRICULAR PRIORITIES
CE
Tuning In
9
Sorting Testing
SEL
Acting 
REFLECTING
IE
Reflecting
RESOURCES
Lesson Ten
Resources:
Hold an exhibition ‘Memories Are As Precious As Gold Museum/Gallery’ and invite parents, grandparents, Art work and digital recordings
family etc. to come and view it.
ASSESSMENT / MONITORING
OPPORTUNITIES
Completed work from the unit to be
displayed and shared with family, school
and/or the wider community.
Work may be shared with the wider community through school newsletter, older years, assembly, etc.
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HISTORICAL LANGUAGE
Memories, museum,past
REFLECTION
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Educational Modifications
CLASSROOM ACCOMMODATIONS
FOR WHOM
Seat near teacher
Assign student to low- distraction area
Seat near positive peer models
Use support groups / cooperative learning
Use rows instead of tables
Use learning centre
Use of time-out
Stand near student when giving instruction
Arrange classroom for safe visibility, accessibility and
movement
PRESENTATION OF LESSONS
FOR WHOM
Adjust work load, reduce assignments or give
alternative assignments
Use visual aids with oral presentation
Teacher gives student outlines or study guides
Ensure regular lesson revisits/reviews
Highlight instructions (marker or highlighter tape)
Give clear behavioural objectives
Ask student to repeat instructions for clarification and
understanding
Use high- impact game-like materials
Call on student often
Acknowledgment effort put forth
Give reminders for student to stay on task, monitor
student is on task/topic
Use large type/font and dark ink
Keep page format simple
Use visual prompts
Divide page into clearly marked sections
Remove distractions from paper
ALTERNATIVE EVALUATION PROCEDURES
FOR WHOM
Reduce number of items
Practice completely similar questions
Arrange for oral testing
Have support staff administer test
Permit student to type or use word processing
Adjust grading criteria based on individual
Adjusted grading option
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NOTE TAKING STRATEGIES
FOR WHOM
Provide student the means to record
Arrange for note taker e.g. Aide
Give student a copy of notes
Provide time for periodic review of student’s notes
(written, dictated, word processed)
ORGANISATIONAL STRATEGIES
FOR WHOM
Use calendar to plan assignments
Use of assignment notebook or work checklist especially
diary
Daily schedule
Give time top organise desk during class
AM check-in to organise for the day
Lunch-time check-in to organise for PM
PM check-out to organise for homework
Arrange a duplicate set of classroom material for use at
home
Develop parent/school contract
Training in time management
SUPPORT SERVICES
FOR WHOM
Peer tutoring
Cross-age tutoring
Student buddy
Work with school officer
Meet with staff during available times
Teach student to monitor own behaviour
Implement behaviour contract/reward
Self advocacy/communication skill training
Conflict resolution strategies
Other _____________________
Adapted with permission from Positive Partnerships PD Facilitators Guide
Module 5 Support materials
Diocese of Cairns, Catholic Education Services