We see how the community begins to value place as the neighbourhood changes into a thriving place for people to relax, interact and work. We see the way Tracy and her family interact and influence their own backyard, and we get an idea about how they value their place by the activities and experiences they have there. The geographical concept of place is explored in terms of their unique characteristics, the value we place on places, and human influences. The teacher uses photos of the class or school throughout the year to create a timeline as a wall display. Students bring in photos of their childhood with the ages written on them and sequence them to create a timeline. Students are provided with images representing Tracy's age and are asked to cut them out and glue them in the correct sequence. This would need to be accompanied with explicit teaching of days of the week and months, and also holidays, events celebrated by students and their families. The documenting of time passing provides a opportunity to begin to explore the historical concept of change and continuity and develop skills in sequencing events. The window frame and the wall around it provide clues to show that time is passing - a card celebrating the birth of a new baby, a mug with "I am 4" on it, a note about her 10th birthday, and on it goes. The story begins with a pregnant woman and her husband moving into a home, and traces the steps of Tracy, their daughter's, life.
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