Curriculum Information Year 1 UNIT 4
Where We Are In Place And Time
The Central Idea:
Knowing about our family histories helps us to discover our cultural past
Unit Summary:
In this unit we will identify milestones and other significant events in our personal histories. We will discuss
ways in which personal histories can be recorded and how artefacts can tell us about our family history.
Students will help create timelines of their memories and the memories of their family members. Family
members will also be invited into the classrooms to share their own personal histories. Students will formulate
questions and interview family members to find out about their past and learn more about their cultural
origins. Throughout the unit children will bring in artefacts to share and they will discuss similarities and
differences they have with their peers.
Lines of Inquiry
Key Concepts
Transdisiplinary Skills
Our personal and family history
Change, Reflection,
Research Skills - Formulating questions
What is your personal history? (Milestones,
Perspective
to ask others about their personal
significant events)
histories. Collecting data about their
Related Concepts
Ways we can find out about our
past, and the past of others.
Tradition, history, time
history
Organising Data they have gathered
Learner Profile
How can we find out about our family’s
in order to present their research
Communicator
past?
findings to the class.
Reflective
What are our family traditions/cultures?
Communication Skills - presenting
Open Minded
How family histories can be similar or
their artefacts and timelines to an
Attitudes
different
audience, listening to peers and
How are our personal/family histories
Curiosity
adults talking about their personal
similar/different to our friends?
Respect
histories.
As part of our curriculum, students will continue to learn, develop, use and apply their subject area
knowledge and skills. During this unit, children will also be taught to:
Language
Mathematics
Social Studies
Recognise,
identify
and reflect on important
Read a range of picture
Data Handling – Students
events
in
their
own
lives.
books that talk about family
will use tally marks and
histories and traditions.
Write a book about their
history using pictures and
words.
Formulate questions to
interview family and friends
about their personal history.
Share an oral presentation
about their personal
histories.
living graphs with people or
objects to organize data
about the class to help
identify similarities and
differences.
Alongside this, students will
continue to work on their
Stand Alone Unit on
Addition and Subtraction,
see rubric below.
Talk about objects from their own past
explaining what they are used for and why
they are important to them.
Use primary sources (such as parents and
grandparents) to find out about the past.
Talk about the different ways in which a
family history can be documented.
Discuss the changes over time, which have
affected themselves and their families.
Recognise that people belong to different
social and cultural groups.
Action is an important part of the curriculum where children can take the opportunity to extend their
learning. This can take many forms, from a discussion initiated by your child, bringing something to school
from home or a request to go somewhere in the community to find out more. To support your child at home
with this unit of inquiry, your child may wish to:
 Tell your mum and dad what you are learning in the unit of inquiry.
 Discuss milestones and when they occurred e.g. when did your child first crawl, smile, walk, talk etc.
 Watch home videos of your child when he/she was young.
 Send in examples of music from your cultural origins to be played in class.
 Discuss your own personal histories. Share photographs and talk about how you have changed.
 Discuss any significant changes or events that have happened in your lives together e.g. moved
house or country, arrival of a new baby.
 Together talk to other family members and friends about their personal histories.
If you want to take some action and offer your expertise in any area, we would love to hear from you
Mathematics
Central Idea: Addition and subtraction are related to each other and are used in everyday life
Lines of Inquiry: The symbols and language used in addition and subtraction
The strategies used to solve addition and subtraction problems
How we use addition and subtraction in the real world
B = Beginning
The student has begun to
demonstrate some evidence
of achieving learning
outcomes; however applies
limited knowledge, skills and
understandings. The student’s
learning is below year level
expectations at this time.
Beginning
Refer to the rubric for place
value (shared on previous
curriculum information
accessible on the school
website)
Key for Levels of Achievement
C = Consolidating
ME = Meets Expectations
The student has
demonstrated evidence of the
The student has
learning outcomes. The
demonstrated knowledge of
student is practising skills and
the learning outcomes and is
is developing knowledge and applying knowledge, skills and
understandings. Learning is at
understandings consistently
year level expectations but is
and independently. Learning
not fully consistent or
is at year level expectations.
independent
EE = Exceeds Expectations
The student has
demonstrated evidence
exceeding the learning
outcomes in a variety of ways
and applies higher level
knowledge, skills and
understandings consistently.
Learning exceeds year level
expectations.
Consolidating / Meets Expectations
Recall addition facts for single-digit numbers
and related subtraction facts
 Recall number bonds and number facts to
10
Exceeds Expectations
Recall addition facts for numbers at least to 20
and related subtraction facts
Recall doubles to 20
Recalls number bonds to twenty accurately
Solve simple addition and subtraction
problems using concrete materials
 Use materials to add a 2 digit number to a
single with recording
 Use materials to subtract a single digit
number from a 2 digit number with recording
Model addition and subtraction of whole
numbers
Model addition of two digit numbers using
tokens, bundling sticks and/or ten frames
Model subtraction of whole numbers using
tokens, bundling sticks and/or ten frames
Solve simple addition and subtraction
problems using strategies including
part/whole
 Add whole numbers by using a part whole
strategy.
 Use ten facts (tidy tens) to solve basic
problems e.g. 8+4 = 8+2+2.
 Using the largest numbers first for addition
 Counting on and counting back
Represent and solve addition problems
(including real life and word) involving 2 digit
numbers, using appropriate strategies.
For example: Counting on, Counting on in ten,
largest number first, bridging to/through ten,
doubles/near doubles, place value partitioning,
easy combinations to 10, 50, number families
Creates verbal action stories to represent
addition problems
Please note that this column has expected
place value outcomes for the end of Year 1
Represent and solve subtraction problems
(including real life and word) involving 2 digit
numbers, using appropriate strategies
 For example: Counting back, counting back in
10’s, bridging back through 10, number
families
 Creates verbal action stories to represent
subtraction problems
Skip count by twos, fives and tens starting from
zero
 Skip count by 2’s, 5’s and 10’s making
connections to multiplication tables
Use estimation to check reasonableness of
answers to calculations
Note –For further information and examples of the strategies found within the rubric please refer to the progression
of strategies documents in the Parents as Partners section of the Glenealy globe.