Main content area

Games children play

Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.
Key inquiry question #1: 
How have changes in technology shaped our daily life?

Content summary

The impact of changing technology on people’s lives (ACHHK046)
Students:

  • discuss the similarities and differences of technology from the past through a range of sources and sequence them over time
  • use a range of communications forms to explain how one example of changing technology affected people’s lives

Background notes for teachers

Games children play
Children have always played games, but these games are always changing. 
The games played by your parents and grandparents might be similar or different to the ones you play at school.
Games can change because children invent new rules. 
Sometimes children from other countries introduce new games that are fun for everyone to play. 
Sometimes new toys are invented, like hula hoops, yo-yos or X-Box and Playstation. 
There are also things that help keep games the same. 
Some games have written rules, like football, cricket or tennis.
Some games have traditional rules that older parents, brothers and sisters teach to younger kids.
What sort of games do you play at school? Are they old-fashioned games or new games?
These activities aim to develop students’ knowledge and understanding of change and continuity over time.

Student Activities

What game is this?

Students examine 7 photos of the games and activities that children have played in the past and discuss similarities and differences. 

Number of set tasks: 2

Games past and present

Students examine a school sport photograph from 1917 and decide which sports were played in the past.

Number of set tasks: 1

Activity Notes for Teachers

Task 1

What game is this?

Ask students to

  • Look carefully at the photos of the games and activities the children are playing.
  • Talk to other students about each game.

Task 2

Games past and present

Ask students to

  • Decide when children played these games: in the past, in the present or both.
  • Write a list of games played in the past. They can write the name of the game or draw a picture of the game 
  • Discuss whether the games have changed or remained the same over time.

School sports in the past

Ask students to

  • Look carefully at the photo of the children at school. (The photo was taken in 1917).
  • Identify sports equipment they can see in the photo.
  • Draw a conclusion about which sports the children played at school.
  • Justify their conclusion by supporting it with evidence in the photo.

NSW SYLLABUS FOR THE AUSTRALIAN CURRICULUM HISTORY K-10

A student:

  • HT1-3 describes the effects of changing technology on people’s lives over time
  • HT1-4 demonstrates skills of historical inquiry and communication

Students:

Comprehension: chronology, terms and concepts

  • sequence familiar objects and events (ACHHS031, ACHHS047)
  • distinguish between the past, present and future (ACHHS032, ACHHS048)

Use of sources

  • explore and use a range of sources about the past (ACHHS034, ACHHS05)
  • identify and compare features of objects from the past and present (ACHHS035, ACHHS051)


Empathetic understanding

  • recognise that people in the local community may have lived differently in the past


Research

  • pose questions about the past using sources provided (ACHHS033, ACHHS049)


Explanation and communication

  • develop a narrative about the past (ACHHS037, ACHHS053)
  • use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS038, ACHHS054)
  • Continuity and change: some things change over time and others remain the same
  • Empathetic understanding: developing an understanding of another’s views, life and decisions made

Learning across the curriculum

  • Literacy
  • Critical and creative thinking