Week 3- History

Year level of focus: Year 4

Curriculum Areas: First contacts- Stories of the first fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079) (Year 4)

When the topic “History” is mentioned, you can hear the moans and the groans in the background of students who already have this negative stigma behind history. Cooper (2010) states “History is important in constructing a sense of belonging in time and space”. A statement that many students need to know and interpret, because it’s common for students to believe that history is a thing of the past and that it is irrelevant to the present time. Reynolds (2012) explains that history is a study of the past and that it provides knowledge, understanding and appreciation of previous events, people, practices and ideas. Teachers need to take students on a learning journey where they discover and learn just how interesting and useful history can be to them and provide them with the tools in which they can explore the past, present and future around them.

A little clip that in some way gets students motivated and keen to learn about history and make change is by a little boy named “Kid President”.

In this short little clip, Kid President gives so many references to historical figures, facts and events that gives students the opportunity to delve into a discussion about how they are teaching the world and what contributions they are making to history.

According to Taylor (2012) most teachers who teach history in Australian Primary schools are not history teachers, but teachers of history. So as teachers we may not be specifically history teachers, but we teach history everyday! For teachers to effectively teach history to students, teachers need to have strong pedagogical knowledge of the topic. The topic is based upon the learning outcome from ACARA (2014) Stories of the first fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079). Teachers need to have knowledge of Australian history, especially about James Cook and the First Fleet to be able to effectively teach students this topic in particular. Using short engaging clips is a great way to start off the integrated topic and get students to start thinking more deeply about the historical significance of the First Fleet.

One short engaging clip that can give students a little introduction into the unit topic “The First Fleet” is a fun and creative clip developed by Behind The News crew.

Two main areas students will be focusing on is “What is the first fleet?” and “ Who was infact involved in the First Fleet?”. Students will explore the late 1788 and look at what Britain and Australia looked like back then. Students will be given opportunities to explore and research what life was like back in 1788. This unit of work allows teachers to be able to go in many directions such as looking at british life and how prisons were over capacity and that it was one of the reasons the First Fleet was created. Teachers can also look at early Australian history and how Aboriginals had owned the land.

This short clip, shows the perspective of the aboriginals or as they were referred to in this clip the “First Australians” when the First Fleet landed in Sydney. It is a very interesting clip to engage students and to get students thinking about the landing of the First Fleet from a different perspective other than the british. This part if the unit links perfectly with the cross curricular priority “Indigenous perspectives”.

Students will be then given the opportunity to watch a clip about James Cook, the captain of the First Fleet. It give students a look at the perspective of the First Fleet.

Students can then be able to compare what Australia was like in 1788 to now. Is Australia the same? Is its different? How? Why? And What? Providing students with resources such as literature from the library, the internet and the knowledge that they were provided through online videos, they will be able to develop a deeper understanding or Australian history and Australias rich cultural heritage.

Every Australian student will learn about the First Fleet and the Australian history behind it. We need to remember that there are many different narratives to every historical story, so why not explore it! Make it interesting and engaging so that we can all make history something that most students want to study!

The more you know about the past, the better prepared you are for the future.- Theodore Roosevelt

References

  • Cooper, H. (2000). The Teaching of History in Primary Schools. London: David Fulton Publishers
  • Gilbert, R. (2013). Assessment for student learning. In R. Gilbert & B. Hoepper (Eds.), Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (5th ed.). (pp. 96-114). South Melbourne, VIC: Cengage Learning
  • Reynolds, R. (2009). Teaching studies of society & environment in the primary school. South Melbourne, VIC: Oxford University Press Australia and New Zealand.
  • Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2012) Place and Time-Exploration in Teaching Geography and History. Frenchs Forest;NSW; Pearson Australia.

Week 6- Education for Sustainability

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Dear Parents,

Re: Term 2- Integrated topic

First of all, thank you to all the parents who have come and expressed their concerns to me about our term 2 integrated unit and I am glad that you all were all able to come and talk to me about this.

After many discussions with parents, I feel that I need to clarify and explain why your children are learning about sustainability. Kriewaldt (2012) defines sustainability as; “Maintenance of environmental processes that support life”. Essentially, this definition means, ways in which we maintain the environment around us. It is very important for students to be aware of their surroundings and to help maintain it.

The Australian Curriculum, Reporting and Assessment (ACARA) have a set curriculum that have specific learning outcomes that each and every child MUST reach in each year of their schooling, in order to successfully complete that year level. One area of the curriculum is Humanities and Social Sciences; Which is the area of curriculum our integrated topic is focusing on.

If you are interested and have some time you can explore the Australian Curriculum website; http://www.australiancurriculum.edu.au/

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This term the integrated focus is based upon the curriculum learning outcome; “ The natural resources provided by the environment, and different views on how they could be used sustainably” (ACHGK024). This learning outcome comes straight from the grade 4 set of learning outcomes on the Australian curriculum website. Currently in society we are beginning to realise that not all of our natural resources are going to last forever if we do not look after them. A term that come up quite frequently in media is “Global Warming”. Today’s society is starting think about how we can all work together in protecting our resources and keep reproducing resources.

This unit of work allows students to look at all the natural resources our beautiful country provides us and all of the different ways it can be used sustainably. Students will be encouraged to discuss, reflect and investigate how they can create a sustainable future for themselves and others around them. The thing I love about integrated topics such as sustainability is that I get to give students the opportunity to explore the environment around them and they get to do some very engaging hands on activities that can teach them many skills such as responsibility. Reynolds (2012) has even stated that “Authentic learning is when the learning in the classroom is closely related to the world outside the classroom”. Students will be given the opportunity to help develop and maintain the school vegetable garden. Students will learn about how they can produce fruit and vegetables, how to maintain that vegetable garden and healthy eating!

Reynolds (2012) refers to UNESCO’s statement; “education for sustainable development enables people to develop the attitudes, skills and knowledge to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions”. Essentially I would like students to be come informed thinkers and make choices that will benefit not only themselves but the others around them. Gilbert & Hoepper (2011) Also make a very appropriate comment about learning about sustainability; This unit enhances, encourages and builds student confidence so that they can form their own opinions.

A very sweet online clip I encourage all of you to view, is a clip created by a student who goes by the name “Kid President”. If we can develop young students to think like him, I think they can make a difference in the world!

https://www.youtube.com/watch?v=4z7gDsSKUmU OR Search: Kid President- How To Change The World (A Work In Progress).

Hopefully, this letter has clarified some concerns that some of you may have had. But please remember, my classroom door is always open and I am happy to discuss any concerns, queries or even just a chat to see how your child is going. If there was any thing in this letter that you may find a little confusing, I am happy to clarify that for you.

“I alone cannot change the world, BUT I can cast a stone across the waters to create many ripples.- Mother Teresa

Many thanks

Miss Carla Coutts (Year 4C Classroom teacher)

coutts.carla.c@edumail.vic.gov.au

Ph: (03) 9705 9999

River Primary School

References

  • Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5th ed.). Southbank, VIC: Cengage Learning
  • Reynolds, R. (2009). Teaching studies of society & environment in the primary school. South Melbourne, VIC: Oxford University Press Australia and New Zealand.
  • Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2012) Place and Time-Exploration in Teaching Geography and History. Frenchs Forest;NSW; Pearson Australia.

Week 5- Integrating the Curriculum

There are four key learning areas that come under the humanities and social sciences umbrella; History, Geography, Civics and citizenship, and Economics and business (Australian Curriculum, Assessment and Reporting Authority, 2014). ACARA (2014) also outlines that through studying humanities and social sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. All these learnt abilities help students to grow and evolve into effective citizens within their community and society.

There are so many ways that humanities and social sciences can be integrated into daily lessons and subjects. The humanities and social sciences curriculum is designed in a way that it fits in with all the cross curricular priorities (Sustainability, indigenous perspectives, Asia engagement and, Aboriginal and Torres Strait islander histories and cultures) and general capabilities (Critical and creative thinking, Literacy, ICT, personal and social capability, ethical understanding and intercultural understanding).

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Reynolds (2012) explains that an integrated curriculum is when the knowledge and understandings, skills, values and attitudes are intertwined in a cohesive manner with the learners, the context, the pedagogy and the overall purpose.

This short clip shows that possibilities that integrated learning can present when being taught within the classroom. In the video Mary-Ann and Allisa make a very good comment in their video that I believe is a great attitude to have when teaching Humanities and Social Sciences; “ Teach with an integrated curriculum, because that’s the way the world is” . Essentially, this is what integrated units are all about, for students to explore the world around them and be able to obtain the skills to be effective citizens in everyday life. One interesting thing about the clip is that the two teachers are working in a classroom together, something that is becoming more and more apparent within schools. Schools are beginning to have open plan learning classrooms so that students can explore their environment and own their own learning, especially during integrated learning time.

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Having an integrated approach to teaching and student learning has many benefits. Many of which allow students to become independent and curious learners. Reynolds (2012) explains that Humanities and Social Sciences’ learning object is to study humans, their society and the environment in which social networks operate. To allow students to learn about the world around them, they need to be exposed to this through their everyday learning. When students are learning any area of the Australian curriculum, it is possible for teachers to create meaningful connections whilst teaching students different areas of curriculum, for example; Whilst teaching mathematics, it is possible to help students make connections to their world around them such as, money, simple number operations and measurement. Reynolds (2012) also states that authentic learning is when the learning in the classroom is closely related to the world outside the classroom.

Although having an integrated approach to teaching and student learning has its benefits, it can also have it’s pitfalls. According to Schug & Cross (2010) some teachers find integrating humanities and Social studies as daunting task. Schug & Cross (2010) then go on to explain that there are many misgivings surrounding curriculum integration, many of which are the concerns that teachers have about student academic scores. Of course, that would be the concern for most teachers, however as years pass, schools are becoming more modernised with technology, open plan learning and play based learning. Having an integrated approach to teaching and student learning will allow students to bloom and explore the world around them and develop into capable and independent learners.

Harris and Marsh (2007) discuss many aspects of integrated learning and how there has been many attempts to have integrated learning and they also discussed the academic benefits. Harris and Marsh (2007) make a very interesting that I found to be true; “integrated curriculum structures are not only knowledge organisers, they have philosophical and pedagogical implications”.

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Although integrated learning has it’s benefits and its pitfalls, my pedagogical approach to integrated learning will benefit my students academically and help them develop as informed effective citizens of the community. I want my future students to be able to be “in charge “ of their learning and be able to explore their environment around them. I want to provide my students with a variety of learning opportunities and be able make connections to the world around them through all aspects of the curriculum.

Tell me and I forget. Teach me and I remember. Involve me and I learn.- Benjamin Franklin

References

  • Harris, C. & Marsh, C. (July 8-10, 2007) SOSE Curriculum Structures: Where to now? ACSA Biennaial Conference Melbourne
  • Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2012) Place and Time-Exploration in Teaching Geography and History. Frenchs Forest;NSW; Pearson Australia.
  • Reynolds, R. (2009). Teaching studies of society & environment in the primary school. South Melbourne, VIC: Oxford University Press Australia and New Zealand.
  • Schug, M. & Cross, B. (1998) The Dark Side of Curriculum Integration in Social Studies.[Electronic Version] The Social Studies 89 (2).

Week 4- Geography

It is without a doubt that geography and civics & citizenship work hand-in-hand. Reynolds (2012) defines geography as “The investigation and understanding of the environmental and human characteristics of the places that make up our world”. I interpret this definition as investigating the community/world around me including the people in it. Although that was my interpretation, it could mean many different things to other people. Kriewaldt (2012) states that geographical education makes a lifelong contribution’s to individual understanding of the earth’s natural and built features and the environmental, social and economic processes that change them.

A sweet little video to introduce young students about how plants grow and how to maintain them, that links to their integrated topic;

The area of focus for this blog is the learning outcome for foundation to year two students; Local dimensions: Local environments and caring for the environment (ACARA, 2014). There are many kinds of integrated learning activities that can be carried out in regards to this learning outcome.

Inquiry Focus Question: How can I help look after my environment around me?

To encourage students to eat healthier and look after the world around them, why not carry out an integrated topic that requires them to grow and maintain their own vegetable garden. This program would involve students to learn about how growing their own fruits and vegetables looks after not only themselves but also the environment around them. There is potential for this integrated topic to co-inside with a very well known program, the Stephanie Alexander Kitchen Garden program. The program’s goal is for students to learn how to grow, harvest, prepare and share seasonal food.

http://www.kitchengardenfoundation.org.au/about-us/the-program

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Although this program is along the same lines as what the integrated program is aiming to do, I want students to think about the environment and community around them as well as looking at healthy eating.

Kriewaldt (2012) states that young people’s views on the nature and importance of geography provide insights into their perceptions. Giving students this new perspective on where their fruit and vegetables come from, not just the supermarket! Helps students start thinking about how they can look after their community, and in this case their school community. Students would be given the opportunity to plant and maintain a veggie patch that they can grow healthy vegetables that they can use and share with their school community. This will allow young students to learn about how things grow, how they can look after their environment and where their fruits and vegetables come from.

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A very engaging and useful excursion that can be carried out along side this fun integrated topic with foundation to year two students is an excursion to the Royal Botanical gardens in Melbourne. Of course this excursion would be relevant to students who attend school in Victoria. The Royal Botanical gardens program offers many different programs that allow students to explore the environment around them and how they can protect that environment. The Royal Botanical Gardens (2015) has a pedagogical vision for their programs and as stated on their website; “Royal Botanic Gardens Education utilises the rich natural and cultural resources of RBG Melbourne and Cranbourne to provide opportunities to enliven and enhance the learning of students from kindergarten to tertiary”. The website also states that their programs have a close link to AusVELS and POLT’s (Principals of Learning & Teaching). I believe, an excursion like this would allow young students to have hands on approach to their environment and be able to experience sensory and visual learning.

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All these learning activities allow students to learn about Sustainability and civics and citizenship. It gives students opportunities to have hands on learning activities and having a veggie patch for young students can also fit in with many programs schools run. Whether that program is Cathy Walkers play-based learning or the CAFÉ/Daily 5 program, it gives students something to learn about, be responsible for and to think about how they can help maintain the environment around them, so that people in their community can also enjoy the environment too!

With hands on learning activities like maintaining a veggie patch, it can sometimes be hard to collect formal assessments of student learning. LDOnline (2015) has some informal forms of assessment that could be effective in assessing younger students during their integrated topic. Some informal forms that I felt would be appropriate for this integrated topic was documenting the students work with photographs and observation notes.

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Another form of assessment that gets students to show how observant and engaged they were through out the integrated garden project by drawing a picture each time the class goes out to check on the plants. It is again shows the child’s learning and observations.

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Finally, one assessment I really like is when students tell you how they feel they went, and what they learnt! This can be recorded in so many different ways but if you provide students with work sheets where they colour in a smiley face on how they feel they went and they can record a one word sentence about what they have learnt.

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“The world isn’t in your maps and books….It’s out there!”

-J.R.R Tolkien

Refernces

  • Australian Curriculum Assessment and Reporting Authority [ACARA]. (2014c). Australian curriculum: Humanities and social sciences: Civics and citizenship (v. 7.2) foundation to year 10 curriculum. Retrieved fromhttp://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/f-10?layout=1#level2\
  • Gilbert, R. (2013). Assessment for student learning. In R. Gilbert & B. Hoepper (Eds.), Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (5th ed.). (pp. 96-114). South Melbourne, VIC: Cengage Learning
  • Reynolds, R. (2009). Teaching studies of society & environment in the primary school. South Melbourne, VIC: Oxford University Press Australia and New Zealand.
  • Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2012) Place and Time-Exploration in Teaching Geography and History. Frenchs Forest;NSW; Pearson Australia.

 

WEEK 2- CIVIC AND CITIZENSHIP

Civics and Citizenship

Year levels of focus: Year 5 & 6

Curriculum Areas: Citizenship, diversity and identity– Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038) (Year 6)

Communication and reflection– Reflect on personal roles and actions as a citizen in the school and in the community (ACHCS034) (Year 5)

Civics and Citizenship education (CCE) is just one aspect of learning for students under the Humanities and Social Sciences area of learning. CCE is a valuable area of integrated learning for students so that they can learn about their place in their community and how they can help maintain and protect the environment around them. Reynolds (2012) states that citizenship education is providing students with understanding about why and how their society works. Although civics and citizenship education is a valuable area of learning, there is some stigma around this area and students see this unit of work ‘boring’. It’s our job as teachers to plan and develop a unit or project about civics and citizenship that is educational and engaging for students to reduce that stigma.

 

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An active citizenship project that would effectively represent the year 5 and 6 area of Civics and Citizenship in the Australian curriculum is a community awareness project. This project allows students to be able to experience a snippet of someone in their communities’ everyday life. Each student will be given a scenario outlining their occupation, age, marital/family status, their living arrangements and weekly/monthly bills; for example; retailer, 25 years old, living in a rental property with your partner and young daughter who is 5.

This project coincides with other areas of the curriculum such as mathematics and literacy. This project incorporates mathematics by giving students the responsibility of maintaining a “bank book” that they must work out the ingoing and outgoing money, what bills they must pay and how much they get paid. Students may come to realize that some people in their community are quite different to their own families. The community project gives students the opportunity to this globally and how they fit into their communities.

According to Reynolds (2012) it’s important for students to have cultures education and teaching students about how to interact and engage with many different groups in their community. This community project allows students to understand different cultures and learn how to interact and engage with others in their community. Kriewaldt & Taylor (2012) explains that teaching with a global perspective in geography is closely interwoven with citizenship education, as global citizens will attend to social justice, diversity, interdependance, sustainable development and peace through critical thinking framework.

The learning outcome’s of this community project is for students;

  • To gain an appreciation for others in their community
  • To learn about the community around them
  • To learn how to be a global citizen within their community
  • To gain perspective on another persons everyday/weekly/monthly life
  • To learn about the different cultures within their community
  • To learn about counting/spending money and how to manage it effectively.
  • To learn about how they fit into their community and how to be an effective member of their community

Although this community project is based more closely about how students can view the community around them, it can effectively helps students to think about how they can fit into their community and how they can protect and develop the world around, essentially make a change!

Wilks & Rudner (2013) explain that young people are generally excluded from planning processes in the community and globally based on a socio-cultural assumption. Based on this comment, why would young people want to be involved in community projects if they are continually put into the corner because of their ‘age’ and ‘community status’.

As teachers we need to develop global thinkers and motivate them to stand up, have a voice and want to make a change in the world around them!

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3 Questions That Could Change the World –

https://www.youtube.com/watch?v=0sbG-172e_Y

 

“Education is the most powerful weapon which you can use to change the world”- Nelson Mandela

References

  • Taylor, T., Fahey, C., Kriewaldt, J., Boon, D. (2012) Place and Time-Exploration in Teaching Geography and History. Frenchs Forest;NSW; Pearson Australia
  • Reynolds, R. (2009). Teaching studies of society & environment in the primary school. South Melbourne, VIC: Oxford University Press Australia and New Zealand
  • Wilks, JL. & Rudner, J .(2013) ‘A voice for children and young people in the city’, Australian Journal of Environmental Education,[Electronic version] vol. 29 (1) pp. 1-17.