Students compare what life was like at home for children in the past, without electricity, running water and modern appliances. Includes object handling and activity worksheet.

This program takes place within Room 2 of our permanent exhibition St George Stories. Please be aware while choosing programs that 'The local community' takes place in the same room and can't be done on the same day. 



9.0 HASS Australian Curriculum: 

• AC9HS1K01: Differences in family structures and roles today, and how these have changed or remained the same over time. 

• AC9HS1K02: Continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods.

• AC9HS101 and AC9HS2S01: Develop questions about objects, people, places and events in the past and present.

• AC9HS1S05: Draw conclusions and make proposals.

• AC9HS1S03 and AC9HS2S03: Interpret information and data from observations and provided sources, including the comparison of objects from the past and present. 

• AC9HS1S06: Develop narratives and share observations, using sources, and subject-specific terms.

• AC9HS1S04 and AC9HS2S04: Discuss perspectives related to objects, people, places and events. 

• AC9HS2K02: How technological developments changed people’s lives at home, and the ways they worked, travelled and communicated.

 

2012 History NSW Syllabus:

• HT1-1: Communicates an understanding of change and continuity in family life using appropriate historical terms.

• HT1-3: Describes the effects of changing technology on people's lives over time.

• HT1-4: Demonstrates skills of historical and communication.

• HT2-2: Describes and explains how significant individuals, groups and events contributed to changes in the local community over time. 

• HT2-5: applies skills of historical enquiry and communication. 

A presentation and interactive session using historical photographs to compare school life in the present and the past. Includes object handling. 



9.0 HASS Australian Curriculum: 

• AC9HS1K02: Continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods. 

• AC9HS1S03: Interpret information and data from observations and provided sources, including the comparison of objects from the past and present.

• AC9HS1S05 and AC9HS2S05: Draw conclusions and make proposals.

• AC9HS1S06 and AC9HS2S06: Develop narratives and share observations, using sources, and subject-specific terms.

• AC9HS1S04 and AC9HS2S04: Discuss perspectives related to objects, people, places and events.

• AC9HS1S01 and AC9HS2S01: Develop questions about objects, people, places and events in the past and present.

• AC9HS2K02: How technological developments changed people’s lives at home, and the ways they worked, travelled and communicated.

• AC9HS2K01: A local individual, group, place or building and the reasons for their importance, including social, cultural or spiritual significance. 

 

2012 History NSW Syllabus: 

• HT1-1: Communicates an understanding of change and continuity in family life using appropriate historical terms.

• HT1-3: Describes the effects of changing technology on people's lives over time.

• HT1-4: Demonstrates skills of historical and communication.

• HT2-2: Describes and explains how significant individuals, groups and events contributed to changes in the local community over time. 

• HT2-5: applies skills of historical enquiry and communication. 

Students explore a range of handmade or recycled toys and games from the past, contemplating the concept of ‘making do.' Includes time to play a variety of games.

    

9.0 HASS Australian Curriculum: 

• AC9HS1K02: Continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods.

• AC9HS1S03: Interpret information and data from observations and provided sources, including the comparison of objects from the past and present.

• AC9HS1S01 and AC9HS3S01: Develop questions about objects, people, places and events in the past and present.

• AC9HS1S04 and AC9HS2S04: Discuss perspectives related to objects, people, places and events.

• AC9HS1S05 and AC9HS2S05: Draw conclusions and make proposals. 

• AC9HS1S06 and AC9HS2S06: Develop narratives and share observations, using sources, and subject-specific terms. 

• AC9HS2K02: How technological developments changed people’s lives at home, and the ways they worked, travelled and communicated.

2012 History NSW Syllabus: 

• HT1-1: Communicates an understanding of change and continuity in family life using appropriate historical terms.

• HT1-3: Describes the effects of changing technology on people's lives over time.

• HT1-4: Demonstrates skills of historical and communication.

• HT2-2: Describes and explains how significant individuals, groups and events contributed to changes in the local community over time. 

• HT2-5: applies skills of historical enquiry and communication. 

Students learn about the early industries in the area, how they affected the way people lived, travelled and worked and how this has changed and evolved over time. Worksheet included.



9.0 HASS Australian Curriculum: 

• AC9HS1K03: The natural, managed and constructed features of local places, and their location.

• AC9HS1S01 and AC9HS2S01: Develop questions about objects, people, places and events in the past and present. 

• AC9HS1S03 and AC9HS2S03: Interpret information and data from observations and provided sources, including the comparison of objects from the past and present.

• AC9HS1S05 and AC9HS2S05: Draw conclusions and make proposals.

• AC9HS1S06 and AC9HS2S06: Develop narratives and share observations, using sources, and subject-specific terms. 

• AC9HS2K01: A local individual, group, place or building and the reasons for their importance, including social, cultural or spiritual significance.

• AC9HS2K02: How technological developments changed people’s lives at home, and the ways they worked, travelled and communicated.

• AC9HS2S02: Collect, sort and record information and data from observations and from sources provided, including unscaled timelines and labelled maps or models.

• AC9HS2S04: Discuss perspectives related to objects, people, places and events.

• AC9HS3K01: Causes and effects of changes tot he local community, and how people who may be from a diverse backgrounds have contributed to these changes. 

• AC9HS3S01 and AC9HS4S01: Develop questions to guide investigations about people, events, places and issues. 

• AC9HS3S03: Interpret information and data displayed in different formats. 

• AC9HS3S04: Analyse information and data, and identify perspectives. 

• AC9HS3S07 and AC9HS4S07: Present descriptions and explanations, using ideas in sources and relevant subject-specific terms. 

• Ac9Hs4K05: The importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent.

 

2012 History NSW Syllabus: 

• HT1-1: Communicates an understanding of change and continuity in family life using appropriate historical terms.

• HT1-3: Describes the effects of changing technology on people's lives over time.

• HT1-4: Demonstrates skills of historical and communication.

• HT2-2: Describes and explains how significant individuals, groups and events contributed to changes in the local community over time. 

• HT2-5: applies skills of historical inquiry and communication. 

 

2015 Geography NSW Syllabus: 

• GEe-1: Identifies places and develops an understanding of the importance of places to people.

• GE1-1: Describes features of places and the connections people have with places.

• GE2-1: Examines features and characteristics of places and environments. 

• GE2-2: Describes the ways people, places and environments interact. 

A tour down MacMahon Street, where a blend of old and new buildings can still be seen. The tour includes historic photographs.

   
Image: Old Hurstville fire station in 1915 and 2023. 

9.0 HASS Australian Curriculum: 

• AC9HS2K01: A local individual, group, place or building and the reasons for their importance, including social, cultural or spiritual significance.

• AC9HS2K02: How technological developments changed people’s lives at home, and the ways they worked, travelled and communicated.

• AC9HS2S01: Develop questions about objects, people, places and events in the past and present. 

• AC9HS2S02: Collect, sort and record information and data from observations and from sources provided, including unscaled timelines and labelled maps or models.

• AC9HS2S03: Interpret information and data from observations and provided sources, including the comparison of objects from the past and present.

• AC9HS2S04: Discuss perspectives related to objects, people, places and events.

• AC9HS2S05: Draw conclusions and make proposals.

• AC9HS2S06: Develop narratives and share observations, using sources, and subject-specific terms.

• AC9HS3K01: Causes and effects of changes tot he local community, and how people who may be from a diverse backgrounds have contributed to these changes. 

• AC9HS3S01 and AC9HS4S01: Develop questions to guide investigations about people, events, places and issues. 

• AC9HS3S03: Interpret information and data displayed in different formats. 

• AC9HS3S04: Analyse information and data, and identify perspectives. 

• AC9HS3S07 and AC9HS4S07: Present descriptions and explanations, using ideas in sources and relevant subject-specific terms. 

• AC9HS4K05: The importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent.

• AC9HS4K08: The roles of local government and how members of the community use and contribute to local services. 

2012 History NSW Syllabus: 

• HT1-1: Communicates an understanding of change and continuity in family life using appropriate historical terms.

• HT1-3: Describes the effects of changing technology on people's lives over time.

• HT1-4: Demonstrates skills of historical and communication.

• HT2-2: Describes and explains how significant individuals, groups and events contributed to changes in the local community over time. 

• HT2-5: applies skills of historical enquiry and communication. 

2015 Geography NSW Syllabus: 

• GEe-1: Identifies places and develops an understanding of the importance of places to people.

• GE1-1: Describes features of places and the connections people have with places.

• GE2-1: Examines features and characteristics of places and environments. 

• GE2-2: Describes the ways people, places and environments interact. 

Book a date/time to visit the Museum & Gallery for free and use this free resource with your class throughout our permanent gallery space. 

Exploring sources: Learn about observational skills, primary sources and where to look for more information with the facts you find around your home. Aimed at primary school students, Stages 1 & 2.

The St George Stories: people - places – community exhibition explores the history of the St George area through photographs, objects and personal stories in two rooms. This exhibition highlights the individuals, communities and cultural groups who have shaped this region. 

The St George Stories trail is a self-guided module that includes a pre-kit of exhibition information to discuss as a class before the excursion to the Museum & Gallery and an interactive trail to do on site while exploring the exhibition. Students and teachers work together to follow the trail, with an in-depth worksheet for self-guided learning. The exhibition also includes a multimedia display with further sources, as well as historical objects that can be handled. 

Recommended group size: maximum 20 children per room. The exhibition has two rooms. 

View our pre-excursion kit before your visit. You can also view our digitised collections online as a pre or post visit activity.

This kit centres around the migration story of a family from Nepal. The lessons and provided resources have been chosen to assist students to engage with history, reflect on the lives of the people in their community and to communicate their learning.

This kit is divided into three stages and can be used as a whole school resource for Early Stage 1, Stage 1 and Stage 2. All elements of the kit link directly with each Stage’s Syllabus outcomes in the key learning areas of HSIE and English. Stages ES1 and 1 also provide outcomes for Visual Arts and Performing Arts.

What’s included:

• Easy to follow teacher’s manual with suggested lesson plan and templates for each stage.
• USB with storybook and templates.
• Hurstville Museum & Gallery storybook for each stage.
• Historical sources such as newspaper articles, genuine and replica museum objects.

 

 

Through investigation and reflection students will consider how changing technology impacts upon people’s lives. Students examine historical objects, photographs, replicas and working models to understand the chronological sequencing of events which have led to understanding modern communication methods. The kit comes equipped for students to create messages using a variety of communication forms and mediums, including Morse code, braille, Auslan and emojis.

The kit is tailored to the NSW Syllabus for the Australian Curriculum, specifically designed for Stage 1 HSIE.

What’s included:

• Easy to follow teacher’s manual with suggested lesson plan and templates.
• USB with historical photographs of the Georges River area and templates.
• Printed historical photographs of the Georges River area.
• Historical sources such as newspaper articles, replica letters and stamps and museum objects.

 

This kit offers students a better understanding of the history of specific sites in the St George area, focusing on the importance/significance of war memorials. Students will be introduced to the idea of memorials and commemorative sites, and will begin to develop an understanding of their significance in the community through viewing and reviewing sources, sequencing events and historical enquiry.

Students will develop historical understanding through key concepts including sources, continuity and change, cause and effect, empathy and significance.

The kit is tailored to the NSW Syllabus for the Australian curriculum, specifically designed for Stage 1 HSIE.

What's included: 

•    Easy to follow teacher’s manual with suggested lesson plan and templates
•    USB with Georges River Council Local Studies collection photographs and templates
•    Historical photographs of the Georges River area 
•    Maps and historical sources such as newspaper articles and oral histories
•    Dress-up period costumes for children. 

This kit offers schools the opportunity to look at the change and continuity of the local area through a series of site comparisons. Utilising the Georges River Council Local Studies collection, historical sources and objects, students and teachers investigate the impact of settlement patterns, urban development and technological advancements on the geographical, social and cultural characteristic of the local area.

The kit is tailored to the NSW Syllabus for the Australian curriculum, specifically designed for Stage 2 HSIE.

What's included: 
•    Easy to follow teacher’s manual with suggested lesson plan and templates
•    USB with Georges River Council Local Studies collection photographs, templates and maps
•    Genuine and replica museum objects
•    Historical photographs of the Georges River area 
•    Dress-up period costumes for children.

Exploring sources

Learn about observational skills, primary sources and where to look for more information with the facts you find around your home. Aimed at primary school students, Stages 1 & 2.

Anzac education

Start a conversation about Anzac Day at home, using items from Hurstville Museum & Gallery's online collection. Activities for primary school students in Years 1 - 6.

30 April - 24 July 2022

Our Journeys | Our Stories explores the Chinese migration history of the Georges River area, interweaving social and cultural history with the work of contemporary Chinese-Australian artists Cindy Yuen-Zhe Chen, Guo Jian, Lindy Lee, Xiao Lu, Jason Phu, and Guan Wei.

This exhibition highlighted and celebrated the significance of local Chinese migration from the 19th century through to the 2000s and the ongoing contribution of the Chinese community to the Georges River area.
 

Educational resources

A range of educational experiences were developed for the Our Journeys | Our Stories exhibition, designed for Primary and High School educators.

Educators and carers can download these resources to use as a class or for individual students. These resources encourage students to further explore the experiences of Chinese migrants from the 1800s to the present day, particularly focusing on stories from the St George area.

Primary History education resource 
This educational resource has been developed for Primary School teachers. It follows the story of two Chinese migrants to the St George area through the 1800s to the 1990s.

Syllabus links:

• Stage 3 The Australian Colonies and Australia as a Nation. 
• Stage 5 Depth Study 2: Making a nation and Depth Study 5: Migration experiences. 

 

Visual Arts education resource 
This resource presents a case study for each artist which includes images and a description of the exhibited work, along with a Q&A with the artist discussing their artmaking practice, methods and materials. Accompanying each artist case study is a series of activities through which students may analyse and interpret works, and apply their understanding to their own artmaking practice. This resource supports the Australian Curriculum and NSW Syllabus outcomes for Visual Arts for years 5-12. Content has been designed with reference to the four frames and the Conceptual Framework.

To view the exhibition catalogue and the virtual tour, please visit Our Journeys | Our Stories webpage.

Hurstville Museum & Gallery would like to thank Heather Davidson, Visual Arts teacher at Macquarie Fields High School, for her guidance and assistance developing these resources.

            

            

Image credits: Guan Wei, Georges River, 2021 acrylic on board (detail); Teapot, white china and basket, bamboo/straw c. 1890 - 1920, North Sydney Heritage Centre, Stanton Library Collection.

Our Journeys | Our Stories is supported by the National Foundation for Australia-China Relations, which works to strengthen understanding and engagement between Australia and China, and the NSW Government through Create NSW. 

25 October 2019 – 30 January 2020

The Georges River Art Prize is a biennial art prize that provides an opportunity for artists from all over Australia to display their best work. There are categories for painting and sculptural work, children and youth, and local artists. The Georges River Art Prize is hosted by Hurstville Museum & Gallery and the Clive James Library and Service Centre, Kogarah.

For further information, visit our page dedicated to Georges River Art prize. 
 

Educational Resources 

This educational resource has been designed for the 2019 Georges River Art Prize exhibition, which was on display at Hurstville Museum & Gallery from 25 October 2019 – 30 January 2020.

This resource focuses on the work of nine finalists, including both emerging and established artists, and provides insight into the artmaking practice of each artist through individual case studies.

Each case study includes images and a description of the exhibited work, a Q&A with the artist discussing their artmaking practice, methods and materials, and images documenting their artmaking process. Accompanying each artist case study is a series of activities through which students may analyse and interpret works, and apply their understanding to their own artmaking practice.

This resource supports the Australian Curriculum and NSW Syllabus outcomes for Visual Arts for years 7-10. Content has been designed with reference to the four frames and the Conceptual Framework.

Click on the thumbnail below to view the educational resource.

      
      

Additional information on finalists can be found on our blog: 

• Leon Lester - Georges River Art Prize 2019 Winner blog post.
• Julia Flanagan - A celebration of shape, colour & pattern.
• Merran Esson - Nature through a different prism.
• Elouise Roberts - Dramatic clouds and deep shadows.
• Stuart Watters - New expressions for terra Australis.
• Geoff Harvey - Found fusion.
• Jacqueline Balassa - Landscape but with a twist of the surreal.
• Rebecca Trajkovski - Guided by feeling.

2 February – 18 April 2019

Beyond the bowl explored and celebrated the diversity and aesthetics of contemporary ceramics and glass, showcasing the works of Julie Bartholomew, Alexandra Chambers, Cobi Cockburn, Matthew Curtis, Merran Esson, Honor Freeman, Anita Larkin, Eloise Rankine, Kirstie Rea and Emma Varga. These artists push the boundaries as to what can be achieved when working with glass or clay.
 

Educational resources

A free educational resource for high school students is available to accompany the exhibition Beyond the Bowl, which was exhibited at Hurstville Museum & Gallery from 2 February – 18 April 2019.

Case studies and fact sheets focus on the ten artists featured in Beyond the bowl and their artistic practice, giving insight into how they develop and create their works.These resources are designed to assist Visual Art and Visual Design teachers and students from Years 7 – 12, highlighting key syllabus-linked discussion questions. 

Hurstville Museum & Gallery would like to thank Heather Davidson, Visual Arts teacher at Macquarie Fields High School, for her guidance and assistance developing these resources.

Click on the thumbnail below to view the educational resource.

13 November 2021 – 20 January 2022

The Georges River Art Prize is a biennial art prize that provides an opportunity for artists from all over Australia to display their best work. There are categories for painting and sculptural work, children and youth, and local artists. The Georges River Art Prize is hosted by Hurstville Museum & Gallery and the Clive James Library and Service Centre, Kogarah.

For further information, visit our page dedicated to Georges River Art prize. 
 

Educational resources

Click on the thumbnail below to view the educational resource.

           

 

Blog entries for each winner:

• Miranda Sun - Georges River Youth Prize 2021 Winner.
• Stuart Watters - Georges River Art prize 2021 Winner.
• Imogen Chen - Georges River Little Artist 2021 Winner.
• Jayanto Tan - Georges River Sculpture Prize 2021 Winner.

 

Explore the 2021 Georges River Art Prize virtual experience.

6 February – 2 May 2021

Edgy, political, cheeky and pop-culture inspired, The Stencil Art Prize featured 55 finalists from around the globe; from photo-realist stencils with dozens of layers, to intricate hand-cut stencils on delicate paper, this biennial exhibition is the world’s largest touring stencil prize and is the authority on all things ‘stencil art’. The Stencil Art Prize community of international finalists push the boundaries of the ‘stencil definition’ utilising a diverse range of techniques, materials and technology.

Have a look at Stencil Art prize: Curator and Artist Q&A blog entry.
 

Educational Resources

This educational resource was created for the 2019 Stencil Art Prize which was exhibited at Hurstville Museum & Gallery from 6 February – 2 May 2021. It is designed to assist Visual Art and Visual Design teachers and students from Years 7 – 12. The images and suggested activities are to be used together with relevant syllabus documents and teaching resources, and should be used as a guide for teachers, adjusting activities to suit the needs of their students.

Each case study includes images and a description of the exhibited work, and a Q&A with the artist discussing their artmaking practice, methods and materials. Accompanying each artist case study is a series of activities through which students may analyse and interpret works, and apply their understanding to their own artmaking practice.

In addition, a number of selected works have been chosen for further study and investigation with images and questions included. This resource supports the Australian Curriculum and NSW Syllabus outcomes for Visual Arts for Years 7 – 12. Content has been designed with reference to the four frames and the Conceptual Framework.

Click on the thumbnail below to view the educational resource.


Image: Vivian Messimeris, Woman of Kobane #19

View our video of the exhibition at Hurstville Museum & Gallery below. 

29 October 2022 – 29 January 2023

Combining historical material and objects, documents and photographs sourced from public and private collections along with the work of leading First Nations visual artists, Dennis Golding, Nicole Monks & Jenine Boeree, Djon Mundine, Marilyn Russell and Jason Wing, the exhibition presented stories associated with the Georges River in the local region, and highlighted multiple perspectives on Aboriginal connections to the river, its people and places.

It was developed in collaboration with local First Nations groups, individuals, artists and the Gujaga Foundation, a peak organisation leading Dharawal language and cultural activities, providing services relating to Aboriginal culture in eastern, southern and southwestern Sydney. The commissioned artworks have been made possible through funding from Create NSW.

The opening of this exhibition was held on Friday 28 October 2022. Welcome to Country: Uncle Michael West (Gamilaroi/Wailwan), Metropolitan Local Aboriginal Land Council. Guest Speaker: Dr Mariko Smith, Manager, First Nations Collections & Engagement, First Nations Division, Australian Museum.
 

Visual Arts education resource 

This resource presents a case study for each artist which includes images and a description of the exhibited work, along with a Q&A with the artist discussing their artmaking practice, methods and materials. Accompanying each artist case study is a series of activities through which students may analyse and interpret works, and apply their understanding to their own artmaking practice. This resource supports the Australian Curriculum and NSW Syllabus outcomes for Visual Arts for years 7-12. Content has been designed with reference to the four frames and the Conceptual Framework.

Hurstville Museum & Gallery would like to thank Heather Davidson, Visual Arts teacher at Macquarie Fields High School, for her guidance and assistance developing these resources.

         

   
 

Exhibition catalogue

To view the exhibition catalogue and the virtual tour, please visit our Guraban exhibition webpage.

Images: Collection of miniature souvenir boomerangs, mangrove wood, made by Ancestors, various locations, 1926-1938. Collection: Hurstville Museum and Gallery (detail). Dennis Golding, Remnants, 2022, epoxy resin, concrete, dye, acrylic. Collection of the artist (detail).

Guraban: Where the Saltwater meets the Freshwater is supported by the NSW Government through Create NSW.