Blog Post 1: Year 5 - Civics and Citizenship - Learning About Democracy
(everydayfeminism, 2018).
What are we learning?
This term year 5 students learn about civics and
citizenship (CC), furthermore exploring Australian democracy. This unit enables
students to become active and informed citizens (Australian Curriculum and
Assessment Reporting Authority [ACARA], 2019). Students will learn about the
importance of the key values of Australian democracy; freedom, equality,
fairness and justice, (ACARA, 2019a), preparing them to understand a complex and
changing world. Within this unit students develop their own opinions, beliefs
and values. on a local and national scale.
(MCEETYA, 2008).
Why are we learning this?
Civics and citizenship education (CCE) is about ensuring students
have the skills and values to become active and informed citizens (Melbourne
Declaration on Educational Goals for Young Australians, 2008). Students achieve
this through general capabilities (GC) (figure 1) and cross-curriculum priorities (CCP) on
ACARA; general capabilities are essential in preparing students to live and
work successfully in the twenty-first century. GC’s are addressed through
learning content areas, to add depth and richness, CCP’s present students with relevant
contemporary and engaging content (ACARA, 2019b). Find out more by clicking here and here.
CCE seeks to promote students with knowledge and
understanding of:
-
What democracy looks
like in Australia.
-
The skills, attitudes,
values and dispositions students need to fully participate as a citizen within
their community and the overall nation (Education Services Australia, 2011).
Students work within a safe environment, free of judgement and relate issues
to real-life concepts; creating a rich and engaging learning space (Gilbert and
Hoepper, 2014).
 |
| Figure 1 (ACARA, 2019). |
How are we learning this?
Prior to commencing, students’ knowledge was determined;
involving discussions about: what a citizen is, law and rules, and human
rights. As a class we brainstormed democratic language and constructed definitions (figure 2).
(ACARA, 2019).
 |
| Figure 2 (ACARA, 2019). |
Following, many discussions arose activating students’ prior knowledge.
Students are asked:
-
Who are you?
-
Where are you from?
-
What are your rights?
Students
work in groups answering questions; sharing time is allocated at the end, practically
focusing on ‘their rights’. The class discusses ‘ways to show justice and fairness
at school ‘and the importance of this.
The unit
commences with an excursion to a local parliament house. Each class will be
posed with a controversial issue they have learnt about; such as ‘is our
justice system fair?’. Students debate against another class, leaving two classes
to vote for which team posed the strongest arguments. During this activity students' are reminded to be respectful of others opinions and beliefs. This allows for all
levels of learning, ensuring all students can participate and be engaged
(March, Clarke & Pittaway, 2014).
(wordpress, 2017).
Parent
involvement?
Parents/carers are encouraged to discuss with their child
at home, posing questions to your child will enabling deeper thinking (figure 3). Asking
your child how they feel about topics they are interested in will begin to
develop their own opinions and beliefs.
An excursion to the local parliament: last Wednesday of
Term (April 17th). Not only will it be great for parents/carers to come along
and watch the students in action, we need parent help moving to and from the
destination.
 |
| Figure 3 (ACARA, 2019). |
References:
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a). Civics and Citizenship. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humani
ties-and-social-sciences/hass/?year=12101&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capab
ility=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Abor
iginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019b).
General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Education Services Australia. (2011). About Civics and Citizenship Education. Retrieved from: http://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia.
Marsh, C., Clark, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson.
Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne Declaration on Education Goals for Young Australians.
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_ausralians.pdf
Blog Post 2: Citizenship learning
in the context of an aspect of Australian History
What are we learning?
For the next 4 weeks, students will be diving deeper into learning about Civics and Citizenship (CC); combined with history. CC and History together allows for rich and meaningful learning opportunities to surface (Brett, 2005). CC and History share concepts and principles in the Australian Curriculum, thus; making it possible for subject integration (ACARA, 2019). The integration of CC and History promotes holistic learning, making connections to the real world (Gilbert & Hoepper, 2014). Students develop historical understanding through key concepts (figure 1).
Figure 1
(ACARA, 2019).
(ACARA, 2019).
Why are we learning this?
Historical understanding is an essential skill, required to make informed and morally responsible judgements (ACARA, 2019). Open-ended and group discussions are used to enhance students' perspectives. This positions students to explain events, past and present in the way they interpret them (Gilbert & Hoepper, 2014). Students historical understanding is enhanced through empathy and the ability to understand something from another's point of view. Students develop a sense of empathy; allowing direct connections, reflection on events and the ability to engage with unfamiliarity of the past (Davison, 2010).
How are we learning this?
The unit focuses on the nature of convict life in the
1800’s. Students watch 'Convict Life'. This is the ‘hook’ of the lesson;
beginning students thinking and inquiry (Lenz, Wells & Kingston, 2015). As
a class discuss:
These questions encourage students to think with empathy through the lives of someone else (Davison, 2010). The use of whole class discussions stimulates students' thinking process and creates higher order thinking (Gilbert & Hoepper, 2014).
Students visit Port Arthur; exceptional learning takes
place when an engaging launch that stimulates students is implemented (Lenz,
Wells & Kingston, 2015). Students experience and observe the conditions of
the convicts in the 19th century.
During the visit students experience interactive tours, hear stories and
consider whether the settlement was a place of punishment, reform or both (Teachers, 2019).
Students create a diorama recreating a scene from Port
Arthur that they observed. Inclusiveness allows all students to consolidate and
present their learning in their own form (UNESCO, 2009). Place-based pedagogy
creates powerful learning opportunities that enrich students understanding and
creates a sense of curiosity, wonder and overall engagement (Somerville &
Green, 2011).
Parent involvement?
As always, parents are needed for the success of
excursions. An excursion to Port Author Historical Site:
Teachers encourage all parents to share what their lives
were like and the differences between the way they grew up, compared
to how their children/our students are growing up today. This will enhance
students understanding of an evolving and ever-changing world.
References:
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a).
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019b). General Capabilties. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Brett, P. (2005). Citizenship through history – what is good practice? International Journal of Historical Teaching, Learning and Research, 5, 10-26.
Davison, M. (2010). The case for empathy in the history classroom. Curriculum Matters, 6, 82-98.
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia.
Lenz, B., Wells, J., & Kingston, S. (2015). Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards. San Francisco, CA: Jossey-Bass.
Somerville, M., & Green, M. (2011). A Pedagogy of “Organized Chaos”: Ecological Learning in Primary Schools. Children, Youth and Environments, 20, 14-34.
Teachers, F. (2019). For Teachers - Port Arthur Historic Site. Retrieved from https://portarthur.org.au/education/teacher-resources/
UNESCO. (2009). Policy Guidelines on Inclusion in Education. Paris, France: United Nations Educational, Scientific and Cultural Organization.
Blog Post 3: Education for sustainability linking to both Geography and Civics and
Citizenshipp
What are we learning?
This term students will be exposed to the general
capability: sustainability. Year 5 students will:
Students learn more about sustainability within the Humanities
and Social Sciences (HASS) unit (figure 1).
Figure 1.
(ACARA, 2019).
Why are we learning
this?
Cross-curriculum learning is fundamental for
students; through the general capability sustainability students participate
critically and act creatively to determine more sustainable ways of living
(ACARA, 2019a). Students have the opportunity to learn about sustainability; for the purpose of achieving a goal, that is; to foster knowledge and skills to become informed, progressive citizens (Gilbert & Hoepper, 2014).
Grade 5 students are provided with actions to improve
sustainably both individually and collectively. As a school, we are aiming to
become more environmentally friendly through reducing, reusing and recycling.
Sustainability education develops the knowledge, skills, values and world views
necessary for people; to act in ways that contribute to more sustainable habits
of living. Through education will be a better future through, focus on
protecting our environment and creating a more ecologically and socially just
world through informed action for future generations (ACARA, 2019a).
How are we learning this?
The 'hook’
of the lesson: read ‘How to Help the Earth by the Lorax’ by Tish Rabe. As a
class discuss things at home and school that we recycle (fruit/vegetable scraps,
paper scraps, water [how?], electricity), and things we should, but maybe don’t
or sometimes forget to.
Read 'The Rubbish Monster".
For the last week we have been collecting packaging from our lunches; students use these to create a 'Rubbish Monster'; the monster will 'resemble our world if we don't start making positive changes to reduce, reuse and recycle'. Students discuss what happens to uneaten foods/drinks at school and at home; this leads to a discussion about the challenges by people in the colonial era and the sustainable issues they were challenged by: food preservation and access to water (ACARA, 2019b). Students are able to link their learning to the real world, therefore are more engaged (Gilbert & Hoepper, 2014), (Figure 2).
Figure 2.
(ACARA, 2019).
Parent Involvement?
We love parent involvement in grade 5. As we are focusing on making positive sustainable changes there are many different ways you can be involved. Talking to your child about this topic may encourage them to act (Killen, 2013); therefore, deepening their understanding and engagement levels, resulting in higher success rates (Gilbert & Hoepper, 2014). This is where we ask for your help, below is a list of basic sustainable changes you can make together:
- Reusable bags for shopping/groceries.
- Package lunches in paper bags or reusable containers.
- Be more recycle smart (Figure 3).
- Reusable bags for fruit and vegetables - remember a bunch of bananas, mandarins and fresh corn already has its own protective bag.
- Minimise water usage (limits on shower time, turn tap off when brushing teeth).
- Minimise power usage (turn lights/power points off when not needed).
Figure 3.
(ACARA, 2019).
References:
Australian Curriculum, Assessment and Reporting Authority. (2019a). Cross-curriculum Priorities: Sustainability. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/overview.
Australian Curriculum, Assessment and Reporting Authority. (2019b). The Australian Curriculum: Humanities and Social Sciences (Version 8.1). (Humanities and Social Sciences, all year levels, all curriculum elements, all curriculum dimensions). Retrieved from http://www.australiancurriculum.edu.au/download/f10.
Killen, R. (2013). Effective teaching strategies: Lessons from research and practice. (6Th ed.). Cengage Learning Australia.
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia.
Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Ed.). South Melbourne, VIC: Oxford University Press.
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a). Civics and Citizenship. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humani
ties-and-social-sciences/hass/?year=12101&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capab
ility=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Abor
iginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019b).
General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Education Services Australia. (2011). About Civics and Citizenship Education. Retrieved from: http://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia.
Marsh, C., Clark, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson.
Ministerial Council on Education, Employment, Training and Youth Affairs (2008). Melbourne Declaration on Education Goals for Young Australians.
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_ausralians.pdf
Blog Post 2: Citizenship learning in the context of an aspect of Australian History
What are we learning?
For the next 4 weeks, students will be diving deeper into learning about Civics and Citizenship (CC); combined with history. CC and History together allows for rich and meaningful learning opportunities to surface (Brett, 2005). CC and History share concepts and principles in the Australian Curriculum, thus; making it possible for subject integration (ACARA, 2019). The integration of CC and History promotes holistic learning, making connections to the real world (Gilbert & Hoepper, 2014). Students develop historical understanding through key concepts (figure 1).
 |
| Figure 1 (ACARA, 2019). |
 |
| (ACARA, 2019). |
Why are we learning this?
Historical understanding is an essential skill, required to make informed and morally responsible judgements (ACARA, 2019). Open-ended and group discussions are used to enhance students' perspectives. This positions students to explain events, past and present in the way they interpret them (Gilbert & Hoepper, 2014). Students historical understanding is enhanced through empathy and the ability to understand something from another's point of view. Students develop a sense of empathy; allowing direct connections, reflection on events and the ability to engage with unfamiliarity of the past (Davison, 2010).
Historical understanding is an essential skill, required to make informed and morally responsible judgements (ACARA, 2019). Open-ended and group discussions are used to enhance students' perspectives. This positions students to explain events, past and present in the way they interpret them (Gilbert & Hoepper, 2014). Students historical understanding is enhanced through empathy and the ability to understand something from another's point of view. Students develop a sense of empathy; allowing direct connections, reflection on events and the ability to engage with unfamiliarity of the past (Davison, 2010).
How are we learning this?
The unit focuses on the nature of convict life in the
1800’s. Students watch 'Convict Life'. This is the ‘hook’ of the lesson;
beginning students thinking and inquiry (Lenz, Wells & Kingston, 2015). As
a class discuss:
- Describe the
living conditions of the convicts in Australia?
- How would you feel being punished the way the
convicts were?
These questions encourage students to think with empathy through the lives of someone else (Davison, 2010). The use of whole class discussions stimulates students' thinking process and creates higher order thinking (Gilbert & Hoepper, 2014).
Students visit Port Arthur; exceptional learning takes
place when an engaging launch that stimulates students is implemented (Lenz,
Wells & Kingston, 2015). Students experience and observe the conditions of
the convicts in the 19th century.
During the visit students experience interactive tours, hear stories and
consider whether the settlement was a place of punishment, reform or both (Teachers, 2019).
Students create a diorama recreating a scene from Port
Arthur that they observed. Inclusiveness allows all students to consolidate and
present their learning in their own form (UNESCO, 2009). Place-based pedagogy
creates powerful learning opportunities that enrich students understanding and
creates a sense of curiosity, wonder and overall engagement (Somerville &
Green, 2011).
Parent involvement?
As always, parents are needed for the success of
excursions. An excursion to Port Author Historical Site:
When: Tuesday the 2nd of April.
Departing: 8:30am – be at school no later than 8am.
Returning: 5pm that evening.
This will be a great experience for not only our students
by all parents are welcome to come along to help out and experience the history
with us!
Teachers encourage all parents to share what their lives
were like and the differences between the way they grew up, compared
to how their children/our students are growing up today. This will enhance
students understanding of an evolving and ever-changing world.
References:
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a).
Brett, P. (2005). Citizenship through history – what is good practice? International Journal of Historical Teaching, Learning and Research, 5, 10-26.
Davison, M. (2010). The case for empathy in the history classroom. Curriculum Matters, 6, 82-98.
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia.
Lenz, B., Wells, J., & Kingston, S. (2015). Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards. San Francisco, CA: Jossey-Bass.
Somerville, M., & Green, M. (2011). A Pedagogy of “Organized Chaos”: Ecological Learning in Primary Schools. Children, Youth and Environments, 20, 14-34.
UNESCO. (2009). Policy Guidelines on Inclusion in Education. Paris, France: United Nations Educational, Scientific and Cultural Organization.
Blog Post 3: Education for sustainability linking to both Geography and Civics and Citizenshipp
What are we learning?
This term students will be exposed to the general
capability: sustainability. Year 5 students will:
-
Gain knowledge and
skills that enable them to become active and informed citizens (Reynolds,
2014).
-
How to be more sustainable
through positive changes at school and home.
-
Understand the three R’s:
reduce, reuse, recycle.
Students learn more about sustainability within the Humanities
and Social Sciences (HASS) unit (figure 1).
 |
| Figure 1. (ACARA, 2019). |
Why are we learning this?
Cross-curriculum learning is fundamental for
students; through the general capability sustainability students participate
critically and act creatively to determine more sustainable ways of living
(ACARA, 2019a). Students have the opportunity to learn about sustainability; for the purpose of achieving a goal, that is; to foster knowledge and skills to become informed, progressive citizens (Gilbert & Hoepper, 2014).
Grade 5 students are provided with actions to improve sustainably both individually and collectively. As a school, we are aiming to become more environmentally friendly through reducing, reusing and recycling. Sustainability education develops the knowledge, skills, values and world views necessary for people; to act in ways that contribute to more sustainable habits of living. Through education will be a better future through, focus on protecting our environment and creating a more ecologically and socially just world through informed action for future generations (ACARA, 2019a).
Grade 5 students are provided with actions to improve sustainably both individually and collectively. As a school, we are aiming to become more environmentally friendly through reducing, reusing and recycling. Sustainability education develops the knowledge, skills, values and world views necessary for people; to act in ways that contribute to more sustainable habits of living. Through education will be a better future through, focus on protecting our environment and creating a more ecologically and socially just world through informed action for future generations (ACARA, 2019a).
How are we learning this?
The 'hook’
of the lesson: read ‘How to Help the Earth by the Lorax’ by Tish Rabe. As a
class discuss things at home and school that we recycle (fruit/vegetable scraps,
paper scraps, water [how?], electricity), and things we should, but maybe don’t
or sometimes forget to.
Read 'The Rubbish Monster".
For the last week we have been collecting packaging from our lunches; students use these to create a 'Rubbish Monster'; the monster will 'resemble our world if we don't start making positive changes to reduce, reuse and recycle'. Students discuss what happens to uneaten foods/drinks at school and at home; this leads to a discussion about the challenges by people in the colonial era and the sustainable issues they were challenged by: food preservation and access to water (ACARA, 2019b). Students are able to link their learning to the real world, therefore are more engaged (Gilbert & Hoepper, 2014), (Figure 2).
 |
| Figure 2. (ACARA, 2019). |
Parent Involvement?
We love parent involvement in grade 5. As we are focusing on making positive sustainable changes there are many different ways you can be involved. Talking to your child about this topic may encourage them to act (Killen, 2013); therefore, deepening their understanding and engagement levels, resulting in higher success rates (Gilbert & Hoepper, 2014). This is where we ask for your help, below is a list of basic sustainable changes you can make together:
- Reusable bags for shopping/groceries.
- Package lunches in paper bags or reusable containers.
- Be more recycle smart (Figure 3).
- Reusable bags for fruit and vegetables - remember a bunch of bananas, mandarins and fresh corn already has its own protective bag.
- Minimise water usage (limits on shower time, turn tap off when brushing teeth).
- Minimise power usage (turn lights/power points off when not needed).
 |
| Figure 3. (ACARA, 2019). |
References:
Australian Curriculum, Assessment and Reporting Authority. (2019a). Cross-curriculum Priorities: Sustainability. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/overview.
Australian Curriculum, Assessment and Reporting Authority. (2019b). The Australian Curriculum: Humanities and Social Sciences (Version 8.1). (Humanities and Social Sciences, all year levels, all curriculum elements, all curriculum dimensions). Retrieved from http://www.australiancurriculum.edu.au/download/f10.
Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: History, geography, economics and citizenship in Australian Curriculum. South Melbourne, VIC: Cengage Learning Australia.
Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Ed.). South Melbourne, VIC: Oxford University Press.
No comments:
Post a Comment