HASS · Year 1 · The Way We Were · Term 2

Daily Routines: Then and Now

Students explore what a typical day looked like for children in the past, comparing it to their own daily routines.

• ACARA Content Descriptions
• AC9HASS1K03

About This Topic

In Year 1 HASS, students map their daily routines from wake-up to bedtime, then compare them to those of Australian children in the past, such as the 1920s. They identify changes from chores like fetching water or using slate boards at school to modern elements like watching TV or using computers. Photographs, family stories, and simple artefacts spark discussions on key questions about similarities in basics like meals and play, and differences in travel or entertainment. This content directly supports AC9HASS1K03 by examining how daily family life has evolved over time.

The topic builds foundational historical skills: sequencing events, using evidence like images, and taking others' perspectives. It connects personal experiences to broader Australian history, encouraging students to value family heritage while noting progress in convenience and safety. Class talks highlight diverse routines across cultures and regions, fostering respect.

Active learning suits this topic perfectly. When students draw split timelines, role-play past mornings, or interview relatives, they grasp changes through movement and dialogue. These approaches make history immediate, strengthen memory via multi-sensory input, and build confidence in sharing personal connections.

Key Questions

1. What does your typical day look like from the time you wake up to bedtime?
2. How do you think a child's day was different long ago, before TV or computers?
3. What parts of a child's daily routine do you think have stayed the same over time?

Learning Objectives

• Compare daily routines of children in the past with their own current routines.
• Identify specific changes in daily activities and chores from the 1920s to today.
• Explain how technology, such as televisions and computers, has impacted children's daily lives.
• Classify aspects of a child's daily routine that have remained consistent over time.

Before You Start

Personal and Family Information

Why: Students need to be able to recall and describe basic personal information about their own lives and families to make comparisons.

Sequencing Events

Why: Understanding the order of events in their own day is necessary before comparing it to a historical sequence.

Key Vocabulary

chores	Tasks or duties that are regularly done in order to maintain a house or home, such as fetching water or tidying up.
artefact	An object made by a human being, typically an item of cultural or historical interest, like a slate board or an old toy.
routine	A sequence of actions regularly followed; a fixed program. This includes waking up, eating meals, going to school, and bedtime.
technology	Tools and machines developed from scientific knowledge, such as televisions, computers, and telephones, that change how people live and work.

Watch Out for These Misconceptions

Common Misconception

Children in the past never played or had fun.

What to Teach Instead

Past children played with hoops, skipping ropes, or homemade toys during limited free time. Role-play activities let students try these games, revealing fun despite fewer gadgets, and group shares correct overemphasis on chores.

Common Misconception

All of life in the past was much harder with no good parts.

What to Teach Instead

Routines differed but included joys like community picnics or storytelling. Timeline comparisons highlight positives like closer family time, while discussions balance views and build empathy through peer perspectives.

Common Misconception

Daily routines have changed completely over time.

What to Teach Instead

Basics like eating breakfast, sleeping at night, and family talks remain similar. Visual charts from paired activities make constants clear, helping students spot patterns amid changes.

Active Learning Ideas

Timeline Creation: Then and Now

Provide long paper strips split down the middle. In small groups, students draw or sticker icons for their daily routine on one side and a past routine on the other, from wake-up to bedtime. Groups present one similarity and one difference to the class.

35 min·Small Groups

Role Play: Routine Swap

Pairs act out a morning routine: one uses modern tools like an alarm and toaster, the other pretends past ways like a handbell and wood fire. Switch roles, then discuss feelings and changes in a quick share.

25 min·Pairs

Whole Class Story Circle: Past Days

Students sit in a circle. Each shares one part of their day, then imagines or recounts a past version from books or family input. Teacher charts similarities on a board for all to see.

30 min·Whole Class

Individual Journals: My Day Dual View

Students fold paper into two columns to draw and label their routine alongside a past one, using prompt pictures. Collect for a class display wall.

20 min·Individual

Real-World Connections

• Museum curators at the Powerhouse Museum in Sydney use historical artefacts like old school slates to help visitors understand what school was like for children in the early 20th century.
• Grandparents or older relatives often share stories about their childhood chores, like helping with laundry or gardening, which helps children today understand how different life used to be.

Assessment Ideas

Quick Check

Provide students with a worksheet showing two columns: 'My Day' and 'A Day Long Ago'. Ask them to draw or write one activity for each column, comparing a morning task and an afternoon activity. Review drawings for accurate comparisons.

Discussion Prompt

Ask students: 'Imagine you have no TV or video games. What are three things you could do for fun after school?' Facilitate a class discussion, noting student responses on a board to highlight differences in entertainment.

Exit Ticket

Give each student a card with a picture of a modern item (e.g., tablet) and a historical item (e.g., washboard). Ask them to write one sentence explaining how each item might have been used in a child's daily routine.

Frequently Asked Questions

Year 1 HASS activities for comparing daily routines then and now

Use split timelines where groups draw modern and past days side-by-side, role-play swaps in pairs to act routines, and story circles for sharing family tales. These build comparison skills with hands-on steps, take 20-35 minutes, and use simple materials like paper and stickers for easy setup in Australian classrooms.

Common misconceptions in teaching children's past routines Australia

Students often think past life lacked fun or was entirely harsh, ignoring play or family bonds. Address via role-play to experience games like marbles, and timelines to balance changes with constants. Evidence from photos prevents exaggeration, supporting AC9HASS1K03 with accurate, engaging corrections.

How does active learning help teach daily routines past and present in Year 1

Active methods like role-playing past chores or drawing dual timelines engage kinesthetic learners, making abstract history tangible. Interviews with family add real voices, boosting relevance and retention. Group shares correct misconceptions collaboratively, while movement aids focus for young students, aligning with HASS inquiry skills.

How to connect personal routines to Australian history Year 1 HASS

Start with students mapping their day, then introduce 1920s images or stories of Aussie kids walking to school or helping on farms. Key questions guide spotting changes like cars versus horses. Display class timelines links personal to national past, meeting AC9HASS1K03 through evidence-based talks.