Daily Life Discovery

Learning Area

Humanities and Social Sciences
History – Year 2
(NSW K-10 History Syllabus)

Unit Context

This is Lesson 2 in the Year 2 unit "Exploring the Past." It builds on the previous lesson about early historical communities with a focus on daily life, traditions, and how life has changed over time.

Learning Objectives

By the end of this 40-minute lesson, students will be able to:

Describe aspects of daily life and traditions of historical Australian communities and compare them to their own life (HT2-1).
Identify ways in which daily life and traditions have changed or stayed the same over time (HT2-2).
Pose and respond to questions about how people in the past lived, including Aboriginal and Torres Strait Islander peoples and early settlers (Inquiry Skills – HT2-3).
Use stories, images and artefacts to understand historical perspectives (HT2-3).
Communicate their findings in creative ways, using drawings, oral language or simple texts (HT2-4).

(All aligned with NSW K-10 History Syllabus Outcomes for Stage 1 – Years 1 and 2)

Lesson Outline (40 minutes)

Time	Activity	Description	Resources	Adjustments for Autistic and Non-Verbal Students
0–5 mins	Welcome and Recap	Begin with a brief, calming welcome. Recap key ideas from Lesson 1 about historical communities. Pose a simple recall question: "What do you remember about how people lived in the past?"	Whiteboard, photos from Lesson 1	Use visual schedule of lesson plan on board; give time to respond; use gestures and visual prompts
5–15 mins	Exploring Daily Life Through Pictures and Stories	Show pictures of daily life in early Australian communities (including Aboriginal life and settler life). Read a short story describing a child’s day in the past. Ask guiding questions: What do you see? What do you think children did for fun? What foods did they eat?	Printed images, storybook or digital slideshow, picture cards	Provide picture cards with simple labels for choice-making; support verbal responses with pointing or AAC devices
15–25 mins	Hands-On Activity: Compare Then and Now	Students draw or build (using drawing materials or blocks) something from their daily life and something from the past. They then share one similarity and one difference with the class or a peer.	Paper, coloured pencils/crayons, building blocks	Provide drawing templates or a choice board; allow alternate communication modes (drawing, pointing, AAC)
25–35 mins	Class Discussion: Traditions and Changes Over Time	Facilitate a simple discussion explaining how some traditions have changed and some have stayed the same (e.g., methods of cooking, types of games played). Use a visual timeline with images to help. Ask students to add an example to the timeline or say what they remember.	Visual timeline on board or chart paper, images	Use clear and consistent visual cues; allow wait time; provide one-on-one support when needed
35–40 mins	Reflection and Exit Task	Students share one new thing they learned today verbally, through drawing, or pointing to a picture. Teacher notes observations. End with a positive affirmation and preview next lesson.	Talking or drawing area, simple prompt cards	Allow choice of response method; provide comfort items if needed; use positive reinforcement

Resources Needed

Large printed or projected images of historical Australian daily life (Aboriginal and settler communities)
Storybook or pictorial story about a child’s daily life in the past
Drawing materials: paper, coloured pencils, crayons
Building blocks or modelling clay (optional for tactile learners)
Visual timeline/chart with key images of daily life and tradition changes
Picture and prompt cards for comprehension and communication support
AAC device or communication aids as per student needs
Whiteboard or chart paper for recording ideas

Adjustments for Autistic and Non-Verbal Students

Provide a visual schedule outlining lesson flow, allowing predictability and reducing anxiety.
Use clear, concise language combined with images and gestures.
Offer multiple modes of participation: drawing, pointing, assistive technology, or simple verbal responses.
Provide choice boards and picture cards to enable non-verbal students to express ideas and participate actively.
Allow extra processing time and avoid rushing responses.
Use a calm, structured environment with limited distractions to maintain focus.
Pair non-verbal or shy students with supportive peers for collaborative activities.
Use positive reinforcement tailored to individual student preferences.

Assessment Strategies

Formative Observation: Monitor student participation during discussions and activities, noting their ability to describe aspects of daily life and changes over time.
Student Work Samples: Collect drawings or building creations showing comparisons of daily life past and present.
Exit Task: Document individual student reflections (verbal or non-verbal) about new learning to assess understanding of key concepts.
Anecdotal Records: Note responses to inquiry questions and use of historical vocabulary to inform future planning.

NSW Curriculum References

HT2-1: Describes and compares features of places and objects from the past and present.
HT2-2: Describes how daily life has changed or remained the same over time.
HT2-3: Communicates an understanding of the past using stories and sources.
HT2-4: Responds to questions and presents ideas about the past and present.

(The lesson supports an inquiry approach by encouraging students to pose questions and explore sources to build knowledge about historical communities. It prioritises accessibility, employing multimodal resources and inclusive communication strategies.)

WOW Factor: Interactive Historical Role-Play Idea (Optional Extension)

If time and space permit, invite students to take on simple roles reflecting traditions or daily activities from the past (e.g., “making a damper,” “collecting water,” “playing a traditional game”). Use props or costumes for immersion, helping students embody historical experiences for deeper understanding. This can powerfully engage all learners, including those with autism, by providing sensory and social experiences rooted in history.

This lesson plan should excite both students and teachers by combining visual, tactile, and oral modes to bring Australian history alive, fully supporting NSW curriculum aims for inquiry, understanding, and inclusive teaching at Year 2 level.

Teaching Instructions