Week 4: Citizenship Learning Through Geography

Welcome Prep-Y parents/carers.

Your child expressed interest in places around our community. Over four weeks, we will undertake a unit aimed to prepare students for active participation in society through exploring geography concepts.

Activate Prior Knowledge

We will discuss different places, and why they are special to each student, people and groups. Photo prompts will be given, examples below.

Figure 1. Our Classroom

Figure 2. Midden (Creative Spirits, 2019)

It would be great if you discuss with your child about special places your family has.

Introduction

We will discuss and brainstorm why the school’s creek is special, review stories and watch videos about creeks and their importance, examples below. 

Figure 3. A Drop Goes Plop! (Godwin, 1998)

                                   Video 1. Importance of Water, stopping Video at 3:52 (Periwinkle, 2017)

The class will actively engage by going to the creek (on school property) to develop sense of place, listen, smell and observe the area. Students will see rubbish that has been accumulating there. You are encouraged to come help us observe the area.

Students will be prompted to think:

·       what the place is like

·       what the place mean to us

·       what is the future for this place and why

·       what could we do to look after the special place

(Catling & Willy, 2009).

The Project

Feely bags with various plastics will be used to open discussion of the rubbish issue at the creek (for more information on feely bags visit

https://www.teacherstryscience.org/kidsexperiments/touchy-feely-bags). Students will learn sources of rubbish (e.g. students dropping litter) and how this could be minimized. You could talk about how to minimize rubbish falling into water-ways at home, for information visit https://www.epa.vic.gov.au/your-environment/water/protecting-victorias-waters/what-you-can-do-to-protect-our-water 

We will conduct a short survey and take photos of the area to see how much litter ends up in and around the creek and where it comes from. Parent volunteers would be appreciated to go with groups conducting surveys.

Students express what they think can be done to clean up the creek via class mind-map (example below).

Figure 4. Mind Map

We will vote on which idea would be possible to implement, then implement this, which will reveal their new knowledge and skills (Sunal & Haas, 2011). Ideas will be guided to include adding recycle/rubbish bins to busy areas and making posters for others in the school/community communicating why the creek needs cleaning up (Reynolds, 2012).

Follow Up

We will re-visit the creek and evaluate how our actions have impacted the area. We will take photos of the progress and reflect on how we have looked after the area.

Why and What We Are Learning

This learning will enact your child’s sense of wonder and curiosity (Catling & Willy, 2009) and enable the development of making informed decisions now and into the future (Reynolds, 2012). The unit will enhance students’ citizenship education, while developing skills and knowledge regarding:

·       appreciating places and their meanings to different people

·       thinking and spatial skills

·       becoming active and informed citizens

·       our impacts on places

·       develop a view of maintaining places for the future

(Catling & Willy, 2009; Blij, 2012)

Your child’s learning is informed by the Australian Curriculum and Early Years Learning Framework detailed below.

Figure 5. Australian Curriculum Links

Figure 6. Early Years Learning Framework

If you have any questions, please comment below.

Miss Young

References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a). 

           Humanities and Social Sciences. Retrieved from

           https://www.australiancurriculum.edu.au/f-10 curriculum/humanities-and-social-

           sciences/ 

Australian Curriculum Assessment and Reporting Authority. (2019b). Cross Curriculum

         Priorities. Retrieved from https://www.australiancurriculum.edu.au/f-10

        curriculum/cross-curriculum-priorities/ 

Australian Curriculum Assessment and Reporting Authority. (2019c). General 

Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10 curriculum/general-capabilities/ 

Blij, H. (2012). Why geography matters: More than ever. Oxford, Oxford                                             University Press.

Catling, S., & Willy, T. (2009). Teaching primary geography. United Kingdom, 

          SAGE Publications.

Creative Spirits. (2019).  Guide to Aboriginal sites and places [Image]. Retrieved from

           https://www.creativespirits.info/aboriginalculture/land/guide-to-aboriginal-sites

-and-places#toc1

Department of Education Employment and Workplace Relations. (2009). The Early

Years Learning Framework: Belonging, being and becoming. Retrieved from  

           https://docs.education.gov.au/node/2632 

Environment Protection Authority Victoria. What you can do to protect our water. 

Retrieved form https://www.epa.vic.gov.au/your-environment/water/ protecting-victorias-waters/what-you-can-do-to-protect-our-water 

Godwin, S. (1998). A drop goes plop!. USA: Little Bees

Periwinkle. (2017). Importance of water [Video]. Retrieved from  

https://www.youtube.com/watch?v=qkIEjgynmYY

Reynolds, R. (2012). Teaching History, Geography and SOSE in the Primary School 

(2nd ed.).  Melbourne, Vic: Oxford University Press.

Sunal, C., & Haas, M. (2011). Social studies for the elementary and middle grades: A 

           constructivist approach (4th ed.). United States of America, Pearson.

Teachers Try Science. (2018). Touchy feely bags. Retrieved from

           https://www.teacherstryscience.org/kidsexperiments/touchy-feely-bags

Additional images sourced from: 

https://pixabay.com/

https://pexels.com/ 
Creative Commons, attribution not required

Week 3: Citizenship Learning Though Australian History

Welcome, Prep-Y parents/carers.

Over four weeks we will undergo a unit of inquiry designed to teach citizenship in the context of student’s history, particularly focussing how we commemorate past events and how these can be appreciated.

Activate Prior knowledge

I will ask ‘what do you celebrate/commemorate?’. We will explore national and global commemorations/celebrations in the video and picture below. 

Video 1. Celebrations (Clarke, 2015)

Figure 1. Birthday Celebration

The video contains information on Australia Day. I recognise this can be a controversial issue. We will focus on discussing what Australia culture is for us, and present a balanced representation of this history. Feel free to contact me if you wish to discuss further.

Key terms will be discussed and class word-walls will be created. You can help your child’s learning by discussing at home what your family celebrates and why.

Introduction

Your child will reflect on their history and put significant events on a timeline (written and/or drawings), thinking of:

·         What do I celebrate?

·         What does my family celebrate?

Your child will choose an event in their life and think ‘how has this changed my life?’. You can discuss with your child at home when family celebrations occur.

Project

Students share a commemoration important to them. Through discussions and brainstorming, we will decide on commemorative events and make a calendar of these, discussing their importance. This clearly demonstrates that similarities and differences in ways people celebrate are welcomed.

Using our calendar, we will vote on an upcoming commemoration or celebration to inquire into further. I will facilitate the making of a class K-W-L chart (completing K-W at this time) of the commemoration to see our starting understandings, and completion will show our new understandings (Brady & Kennedy, 2014).

Figure 2. KWL Chart

Students will become ‘History Detectives’ to ask and investigate questions about the commemoration and be guided by:

·       Investigating past and present differences in the celebration/commemoration

·       How the celebration affects groups of people differently

·       Using the 6HSM questions (example below)

Figure 3. 6HSM Framework

Where Will We Find Information?

·       Through adults sharing. Parent or grandparent volunteers to present how they commemorate events would be appreciated.

·       Story books e.g. Holidays and Celebrations

Figure 4. Holidays and Celebrations (Story Jumper, 2014)

Click the link for an audio reading   
https://www.storyjumper.com/book/index/16044522/Holidays-Celebrations#page/6

·       Videos, example below                                            

                                            Video 2. Harmony Day (ClickView, 2018)

Using This Knowledge

We will complete K-W-L chart, then create short written and visual campaign signs for the school/community, educating people about the commemoration. Following this, we will plan how we can commemorate this in our class on the day/week it is celebrated and implement these as final activities. The classroom will be open for you to participate in the commemoration. This will assist students to find how they can participate as active citizens (Gilbert & Hoepper, 2016).  

Why and What We Are Learning

This unit builds identity and diversity awareness, belonging, understanding different perspectives and skills of inquiry, empathy, analysing and discussion. Students will explore concepts of time, significance and history (Tudball & Brett, 2014; Australian Curriculum, Assessment and Reporting Authority, 2010). The unit is informed by the Early Years Learning Framework and Australian Curriculum.

Figure 5. EYLF Links (DEEWR, 2009)

Figure 6. Australian Curriculum Links (ACARA, 2019)

If you have any questions, please comment.

Miss Young

References

Australian Curriculum Assessment and Reporting Authority. (2019). Humanities and 

Social Sciences. Retrieved from https://www.australiancurriculum.edu.au/f-10

          curriculum/humanities-and-social-sciences/ 

Australian Curriculum, Assessment and Reporting Authority. (2010). The Shape of the

           Australian Curriculum. Retrieved from 

http://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum.pdf 

Brady, L., & Kennedy, K. (2014). Curriculum construction (5th ed.). Frenchs Forest, 

NSW: Pearson Australia.

Clarke, L. (2015). Australian celebrations [Video]. Retrieved from 

https://www.youtube.com/watch?v=a-aLGvNTFSA

ClickView. (2018). What is harmony day? [Video]. Retrieved

from https://www.youtube.com/watch?v=D2YtEIKlVFM  

Department of Education Employment and Workplace Relations. (2009). The Early 

Years Learning Framework: Belonging, being and becoming. Retrieved

from https://docs.education.gov.au/node/2632 

Gilbert, R & Hoepper, B. (2016). Teaching humanities and social sciences: History,

             geography, economics & citizenship in the Australian curriculum. (6th ed.). 

             Melbourne: Cengage Learning.

Story Jumper. (2014). Holidays and celebrations. Retrieved from 

           https://www.storyjumper.com/book/index/16044522/Holidays-Celebrations#

Tudball, L., & Brett, P. (2014). What matters and what's next for civics and citizenship

           education in Australia?. The Social Educator, 32(2) 4-15.

Images sourced from:

https://pixabay.com/

https://pexels.com/
Creative Commons, attribution not required

Week 2 Civics and Citizenship Education: Democracy

Welcome, Prep-Y parents/carers.

Your child expressed interest in this topic during the first weeks of school. Over five weeks we will undertake a unit aimed to prepare students for active participation in democratic life, through exploring values needed for an active and involved citizen, mainly fairness. 

Activate Prior Knowledge
We will brainstorm what we think the values mean and co-constructing simple class rules and discussing their importance. This establishes a democratic classroom culture (Gilbert & Hoepper, 2016). You can play games with simple rules with your child at home to reinforce this concept.

 Introduction
We will read and discuss stories, such as ‘It’s Mine’ (story below). You can support your child by reading books at home addressing fairness, prompting discussions. 

                                                 Video 1. It's Mine (Lionni, 1998)

We will explore, analyse and discuss fair/unfair situations in specific images and videos (examples below).

Figure 1. Unfair (Cvorovic, 2014)

Figure 2. Fair and Unfair (Schweizer, 2017)

Video 2. Fairness (BCBSQuazar, 2016)

 Classroom Learning
We will vote on school issues (e.g. type of canteen foods) to exercise deciding skills and experience democracy in-action. We will appoint daily classroom leaders to share responsibilities.

Using Our Knowledge
We will create a group play of fair/unfair situations (e.g. sharing a toy) to apply our new understandings (Brady & Kennedy, 2010). You can brainstorm situations with your child to base their role-play on. A play will provide students opportunity to think of visions for the future and realise actions make differences (Reynolds, 2012).

 After learning at a school level, we will explore this in the community and beyond (Reynolds, 2012). A Justice Department representative will come to school explaining fairness in simple terms. Then we can discuss and make opinions on local issues (e.g. is it fair for others to pick-up our litter?) and global issues (e.g. is it fair not all children get to go to school?). Learning our own school and community’s democracy and how to be active citizens builds sense of identity by finding how and where we belong and how we can influence communities (Department of Education, Employment and Workplace Relations [DEEWR], 2009). 

Through these learning experiences, questions will be posed, such as:

• why should we share?
• why is it fair/unfair?
• how could we make it fair? 

Why and What We Are Learning
These activities maximise effectiveness of Civics and Citizenship Education (CCE) because they are learnt with active participation and authentic issues (Geboers, Geijsel, Admiraal, & TenDam, 2013). We will learn and apply fairness in social situations, begin to understand fairness in the wider community and how it contributes to civic life (Tudball & Brett, 2014). In addition, learn valuable skills of deciding effectively, brainstorming, group discussions, collaboration and sharing.

Students are taught importance of active participation in communities and building identities through the Early Years Learning Framework (DEEWR, 2009).

Figure 3. Early Years Learning Framework Links

In early grades of the Australian Curriculum, CCE is about exploring responsibilities, respect, fairness, socialisation and decision-making (ACARA, 2019; Brett & Duff, 2019). Australian Curriculum links are detailed below.

Figure 4. Australian Curriculum Links

If you have any questions, please comment below.

Miss Young

References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019a). Humanities and 

Social Sciences. Retrieved from https://www.australiancurriculum.edu.au/f-10curriculum/humanities-and-social-sciences/  

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019b). English.
           Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/english/

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019c). General  
          capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10- 
          curriculum/general-capabilities/

BCBSQuazar. (2016). Build character build success: Fairness [Video]. Retrieved from
           https://www.youtube.com/watch?v=AqPeMprcEDw&t=1s

Brady, L., & Kennedy, K. (2014). Curriculum construction (5th ed.). Frenchs Forest, NSW:

Pearson Australia. 

Brett, P. & Duff, K. (2019). The past in the present: History and Citizenship in early years setting.

Retrieved from  https://mylo.utas.edu.au/d2l/le/content/296741/viewContent/2962946/View

Cvorovic, V. (2014). It’ll end in tears [Image]. Retrieved from    

https://theconversation.com/its-not-fair-how-the-human-equality-condition-can-hold-some-people-back-32843

Department of Education Employment and Workplace Relations. (2009). The Early Years 
            Learning Framework: belonging, being and becoming. Retrieved from
            https://docs.education.gov.au/node/2632

Geboers, E., Geijsel, F., Admiraal, W., & TenDam, G. (2013). Review of the effects of
           citizenship education. Educational Research Review, 9, 158-173.

Gilbert, R & Hoepper, B. (2016). Teaching Humanities and Social Sciences: history, 

            geography, economics & citizenship in the Australian curriculum (6th ed.). Melbourne:
            Cengage Learning.

Lionni, L. (1996). It’s Mine. Great Britain, UK: Anderson Press Limited.

Reynolds, R. (2012). Teaching History, Geography and SOSE in the Primary School (2nd ed.).

Melbourne, Vic: Oxford University Press.

Schweizer, D. (2017). Fairness Character Education And Social Skills Activities [Image].
          Retrieved from https://quoteslifebook.com/browse/activities-to-teach-fairness.html

Tudball, L., & Brett, P. (2014). What matters and what's next for civics and citizenship education

in Australia?. The Social Educator, 32(2) 4-15.