Blog 3: Education for sustainability linking to both Geography and Civics and Citizenship (Week 5)

Education for sustainability

Linking Geography and Civics and Citizenship

Intro:

One of the final units of work that our year 5 students will focus on is sustainability. There will be opportunity to explore how events and countries all around the world are shaping the earth and its environment. Students will be able  to discover what is being done to create a sustainable future on a community level and also what is being done politically on a governing level. The importance for educators to highlight the importance of a sustainable future is paramount as students will be active contributors in the coming future (Brett, 2017).

What students are learning:
The Australian curriculum places huge emphasis on sustainability as a priority to study in many different learning areas (Australian Curriculum, Assessment and Reporting Agency[ACARA], 2018). One of these learning areas that highlight sustainability Is the Humanities and Social Sciences curriculum where we can pinpoint geography as an avenue to provide and explore rich understandings of creating a sustainable future. Students will be learning and developing knowledge about social, economic and environmental systems, understanding a variety of views and values that go into sustainable development and also the importance of determining sustainable ways of living (ACARA,2019). As highlighted, students will be able to attempt to gain this understanding through the learning area HASS where the unit will focus on the achievement standards for geography year 5:

. The text box above sourced from the Australian Curriculum HASS, indicates that students will:

• Be able to identify and describe interconnections between people and characteristics of places and environments
• They propose action in response to geographical challenges and possible implications form these actions

In regards to linking Civic and Citizenship education to this unit, we can highlight the achievement standards in year 5 which we hope students will gain understanding from. For year 5 students:

• Students will develop and pose questions about the society they live in where they will then be able to locate and gather information to answer thee questions.
• Students are able to present their ideas and viewpoints in a range of communication forms using civics and citizenship terms and concepts(Highlighted link to Standard)

Why are they learning:

Students are learning about Sustainability as it is an important aspect of the world they live in (Brett, 2017). The topic of environment is one where students had identified as being uncertain about. Previous class discussions showed many misconceptions students had in regards to humans impact of changing the environment around them. These misconnections need to be addressed in order for students to became active and informed citizens in the worlds they live in (Scamp & Preston, 2011). This unit will allow students to work collectively and investigate how individuals and groups are attempting to create change on a environmental and sustainable level. This will include change seen not only on a smaller local scale but also to what roles government bodies have in the fight for change. Investigations will also include how and why places have changed over time and if that is a good or bad thing for the environment, e.g. human interactions.

How they are learning:

Students will be conducting an inquiry based research task where they will be able to develop their inquiry skills and form a opinion on unique places in the world. In light of this, the inquiry skills for year 5 HASS describe that Students will develop appropriate questions to guide their inquiry tasks and then locate and collect relevant information from a variety of sources (ACARA, 2019).

Students will begin by grouping into threes where they will be asked to explore the website OneGreenPlanet(click to gain access to site). They will need to select one of the top 10 endangered places in the world and write down facts about the chosen place. For example some questions could include; where is its location and what are some threats towards the areas environment. This initial activity is researching and collecting information as part of their inquiry process. following the completion of this, groups will share and contribute to discussion while posing questions.

The next aspect of the unit will involve all groups to reform to create a poster on their initial endangered place on what it will look like over time. The poster will be placed in the classroom and will display a drawing of what the place will look like if not taken care of. Listed on this poster will be the dangers that threaten that particular environment. After this task, Groups will pair with other groups and share and discuss what kind of solutions they could come up with to create sustainability in that area.

To conclude this short unit, the class will create a debate session on the pros and cons of protecting heritage areas in the world. Discussion on what future solutions are plausible for positive change and what can local communities and governemnts do to help their own environment.

How parents can support learning:

Communication is critical when exploring important ideas such as sustainability. Parents should actively discuss with their children about their views on the environment to create interests for children. Parents also have the opportunity to elaborate on many concepts of sustainability through actions done at home such as recycling. Overall the ability for your child to gain better understanding in the classroom can be increased through the active influence of discussions at home which we hope to see throughout the remainder of the term

Kind regards, K-5 team.


References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2014a). Civics and Citizenship: Content structure. Retrieved from http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/civicsandcitizenship/content-structure

Churchill, W. (n.d.). We make a life by what we give. Retrieved from http://lifeoutofthebox.com/2013/11/24/weekend-wisdom-we-make-a-life-by-what-we-give-2/give/ 

    

 

 

Blog 2: Citizenship learning in the context of an aspect of Australian History

Year 5 Hass investigation: First contact on Van Diemen's Land

Intro and what we are learning:

It is important as a society that we begin to learn and create meaningful viewpoints about many first contact stories around Australia. There is mixed opinions of European settlers establishing colonies as some view these first encounters as invasions. This topic for students will allow them not only to have an informed opinion but also attempt to emphasise with different cultures around them today. 

For students, being able to investigate this topic will address some key learning outcomes in the HASS year 5 content descriptors such as providing opportunities for students to develop historical understanding through key concepts such as perspectives, empathy and significance (Australian Curriculum, Assessment and Reporting Agency[ACARA], 2018). The intended outcome for this particular unit describes students will have developed a deeper understanding of how colonisation affected many Aboriginal people and how they feel and emphasise to these particular moments in Australia's history (ACARA, 2018). The Australian Curriculum: Humanities and Social Sciences, focuses on developing students ability to apply concepts of disciplinary thinking which can be highlighted in the picture and link below:

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

Why are we learning:

It is important for students to learn about colonisation as The Australian Curriculum describes that students should be able to highlight the importance of certain events and what groups of people experienced in that time (ACARA, 2019). Below is what should be achieved in relation to this topic and unit of work.

How are we learning:

Students will begin the topic by grouping into pairs to discover and investigate the first contact on van Diemen's Land. Attempting to introduce a topic through an exploring phase such as an investigation aims to provide students an interest to the topic at hand (Gilbert, 2014). Students will gather information together and return to the larger group to discuss their findings and have meaningful conversations as a class.

The follow up lesson will include a talk from an Aboriginal elder to describe their view on colonisation and what it meant for them and their people. Allowing the outside community provides students the opportunity to understand and emphasise form different viewpoints (ACARA, 2019). The final assessment task will be for students to draw from their understandings from the previous lessons and tasks to create a fictional story on the day of First contact at Van Diemen's Land. The story must be from the view of the Aboriginal and native people of the land.

How parents can stimulate learning at home

For many students, these types of topics can be very heavy and confronting. Parents can aid their child's learning through open discussions that stimulate views and beliefs. Discuss how colonisation makes them feel and attempt to provide experiences that could further interest their child's mind on the topic of Indigenous Australia. The unit combined with many experiences outside the classroom attempts to shine a light on another culture while at the same time actively creating children into informed citizens (Reynolds, 2012).

References:

Australian Curriculum, Assessment and Reporting Agency. (2019). Humanities and Social Sciences, Year 5. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/

Melbourne on Educational Goals for Young Australian (2008).

Reynolds, R. (2012). Teaching history, geography and SOSE in the primary school. Melbourne, Victoria: Oxford University Press.

Gilbert, R. & Hoepper, B. (2014). Teaching humanities and Social Sciences. Melbourne, Victoria: Centage.

Blog Post 1: Civics and Citizenship

Civics and Citizenship: Learning about Democracy 

We welcome all parents and guardians to our newly created school blog page where we hope to effectively inform you on the education and welfare of your children within the school year.

Topic at hand and the importance of learning this:

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It is important for year 4 students this year to investigate and understand the qualities of Civics and Citizenship Education (CCE). CCE attempts to promote students participation in Australia's society by giving them a range of skills, values and a wealth of knowledge to become informed citizens in the community around them (Australian Curriculum, Assessment and Reporting Agency[ACARA], 2018). In fact a students journey on becoming an active and informed citizen connects to the second goal of the Melbourne Declaration on Educational Goals for Young Australians. This goal further highlights Australia's governments commitment to work with schools and education sectors to create successful learners and confident and creative individuals (Ministerial Council on Education, employment, Training and Youth Affairs, 2009).

                                                            (MCEETY, 20010)

we will be learning for the term:

For the term we have
e decided to focus on the idea of identity where students will attempt to explore the values and backgrounds they hold close which have substantial underpinnings of Civic and Citizenship education in  a democratic society. To showcase what we currently are learning in ours classrooms on the topic of CCE, we have been attempting to provide students a whole range of different opportunities to engage in. Much of the in class activities have been focused on group discussions and team building skills to develop students teamwork and negotiation skills. By creating an environment where students are not only learning but are also building respect and positive attitude for one another help development of their own individual identity (Reynolds, 2012). We further attempt to explore this idea of identity by openly engaging with the wider community outside the school. For example as a school we attempt to provide opportunity to spark every students interest and while core subjects are pivotal to a child's education, we believe giving students new experiences breeds creativity (ACARA, 2016). Sporting events and workshops in the community are a positive way to allow students to grow and mature into informed citizens by giving them skills they would use in real life situations (Reynolds, 2012).

How you can Aid your child in Civics and Citizenship education:

Our school attempts to best provide knowledge for students to become informed individuals and we strongly believe families can further this. This blog attempts to keep you in the loop about your child's education and make provide insight on effective ways to give impactful experiences for your child. For example, by allowing your child to partake in community events and sports will lead to children finding their own identity, values and likes. (Churchill, 2012). It is pivotal that all stakeholders involved work together to provide that child opportunity to grow as an individual, both academically and personally.

References

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2014a). Civics and Citizenship: Content structure. Retrieved from http://www.australiancurriculum.edu.au/humanitiesandsocialsciences/civicsandcitizenship/content-structure

Churchill, W. (n.d.). We make a life by what we give. Retrieved from http://lifeoutofthebox.com/2013/11/24/weekend-wisdom-we-make-a-life-by-what-we-give-2/give/ 

Melbourne on Educational Goals for Young Australian (2008).

Reynolds, R. (2012). Teaching history, geography and SOSE in the primary school. Melbourne, Victoria: Oxford University Press.