How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasonsElaborationspredicting, using knowledge of the past and present (for example, what happened yesterday, what is like...
How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons
Elaborations
predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as âbeforeâ, âafterâ, ânextâ, âthenâ, âa long time agoâ, and âthen and nowâ (Skills: Literacy, Critical and Creative Thinking)
exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups donât celebrate birthdays) (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability, Intercultural Understanding)
identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to studentsâ cultural backgrounds (Skills: Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability, Intercultural Understanding)
examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D'harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three) (Skills: Literacy, Critical and Creative Thinking, Intercultural Understanding)
