Literacy development through linking a fictional story to a geographical, historical or citizenship learning context.

During the next two week our class will be working to develop their literacy skills through a citizenship learning context. The students will be reading and reflecting on the book ‘I’m Australian Too’, written by Mem Fox. This book is a great tool for raising questions about the societal makeup of Australia.  These questions will enable students form new ideas and knowledge about who we are as Australians, and continue to broaden their perspectives of the global contexts that relate to our nation. Reading and learning about this book will be developing skills that enable the comprehension of texts. This is done though listening and responding with questioning during reading time. The book is interactive with the students as it poses the inquiry question throughout ‘how about you’. This will be an opportunity for our students' to celebrate all the differences that people have in our class. The citizenship context of this set of lessons enables our students to develop questions for their ongoing investigation into the society in which they live (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.).

As a class we will be discussing all the places where our classmates are born, and where their grandparents and parents were born. From there we will be making a world map, and plot on the map all the different places people came from. This will eventually form a class display that our visitors can view. The children will then move into small groups and chose from the Australian places mentioned in the book and find those places on a map of Australia, also locating where we are on the map too.

As we develop our understanding of how our society works and the roles that we can have within it as individuals and in groups in our citizenship learning, it is important to find avenues for enriching literacy development too (Gilbert & Hoepper, 2014). This sequence of students work seeks to develop word knowledge identified through their developing vocabulary, text knowledge, and their ability to comprehend texts (ACARA, n.d.).

One of the activities for students will be to write a short story from the point of view of the refugee child in the book. They will take time and choose appropriate language generated by the class brainstorm, writing about the feelings, hopes and dreams of the refugee child. We hope that this activity will give the children some insight into how life is for other people around the world and give them the chance to reflect on our society, and develop a sense of empathy and understanding of other people. This task will be used for assessment as we measure their developing ability to interpret information based on the evidence they find (ACARA, n.d.).

Throughout the learning, students will be given many opportunities to answer inquiry questions that relate directly to the new information gathered during the lessons. These questions which are prompted and developed by the investigations the children make, relate to the significance of people and how events and developments in society bring about change, and how they as individuals can bring about change (Brett, 2019). In this context of learning, inquiry is an evolving process as new questions will constantly be presented and require creative and critical thinking to develop a deeper comprehension (Marsh, 2005). We hope you can come in to view our work and witness the students developing appreciation for global issues and how they impact us in Australia.

References

Australian Curriculum Assessment and Reporting Authority. (n.d.). The Australian Curriculum: all subjects (Version 8.3), all years, all curriculum elements, all curriculum dimensions. Retrieved from https://www.australiancurriculum.edu.au/download/

Brett, P. (2019). Citizenship through Geography. Retrieved from https://echo360.org.au/media/39a2872b-4a58-4db5-99ee-cd3cda376ef9/public

Gilbert, R. Hoepper, B. (2014). Teaching Humanities and Social Sciences, History, Geography, Economics & Citizenship in the Australian Curriculum. (5^th ed.) South Melbourne: Cengage Learning Australia

Marsh, C. (2005). Teaching Studies of society and Environment (4^th ed.) Frenchs Forest NSW: Pearson Educations Australia

Citizenship learning in the context of a Geography topic.

Dear parent/carers,

It is with great enthusiasm that I am able to outline some aspects of our grade 5/6 HASS education for the year 2019. In the subsequent information detailed in this blog I’ll be providing information about what your children will be learning in and out of the classroom, highlighting some of the active citizenship and community involvement that will take place. We are committed to developing knowledge and understanding for our students so that they can assume an active role within the broader community. To do this we will be giving students the opportunity to engage within their local community, learning within the context of a Geographic topic.

Students will be actively involved in the investigation of how environments are influenced by human interaction and how we manage them as communities and as individual citizens. To develop the students understanding, we will be looking to key concepts outlined within the Australian curriculum such as cause and effect, continuity and change, place and space, and responsibilities as citizens (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.). Students will study a local geographic site and in doing so begin to think about the sustainability of that environment, what they can do to protect and preserve it and how they might take this action.

We want to arm our students with the knowledge to consider global issues facing the environment and sustainability, because if we take care of our now planet, it will take care of us in the future. It is also important that students have adequate understandings that allow them to respect the environment, developing an awareness of relationships between humans and the environment (Gilbert & Hoepper, 2014). This evolution of perspectives can inspire and empower them to take action now, and also later in life (Brett, 2019).

Students will take part in three excursions to a local creek to observe and record information about its well being. The students will be doing activities that are simple but incredibly productive in relationship to the sustainability of the designated area. These activities are attainable by students in a short time frame. Some of these activities are to clean up rubbish in that particular area, and also with the help of a local horticulturalist, learn about the flora of that area. Later in the unit we will be returning to plant native flora found in the area, and then towards the end of the year, return once more to determine the progress of the planting and observe how rubbish is returning to the site.

Students will be learning to present their findings and ideas using some geographical terminology as they embark on this geographical challenge (ACARA, n.d.). Our aim is to give them the tools to identify the possible effects of their actions as they interact with the environment during these excursions. Their literacy skills will be enhanced by the introduction of new vocabulary and its application in their work that demonstrates and reflects their developing knowledge and understanding. Parents will be invited to join us on the excursions and should seek to engage in conversation with their child about this topic, and also take opportunities to interact with similar community projects surrounding sustainability.

References

Australian Curriculum Assessment and Reporting Authority. (n.d.). The Australian Curriculum: all subjects (Version 8.3), all years, all curriculum elements, all curriculum dimensions. Retrieved from https://www.australiancurriculum.edu.au/download/

Brett, P. (2019). Citizenship through Geography. Retrieved from https://echo360.org.au/media/39a2872b-4a58-4db5-99ee-cd3cda376ef9/public

Gilbert, R. Hoepper, B. (2014). Teaching Humanities and Social Sciences, History, Geography, Economics & Citizenship in the Australian Curriculum. (5^th ed.) South Melbourne: Cengage Learning Australia

Civics and citizenship – Learning about democracy

Year six students will be studying the key institutions of Australia’s democratic government. A series of lessons have been designed in order to teach students about state and federal parliaments, and the responsibilities of electors and representatives. Students will also learn about law making in Australia, and how being an Australian citizen gives us rights and responsibilities (Australian Curriculum Assessment and Reporting Authority [ACARA], n.d.).

In order to assist students to become active and informed citizens, able to make decisions that benefit not only themselves but their community, students require practice engaging in their immediate community, be it their school or in a wider local sphere(Gilbert & Hoepper, 2014). This semester children will have the opportunity observe a local government sitting and talk with council representatives, giving them exposure and understanding of some basic elements of local government.

The children will also put into practise their developing knowledge and understanding of the institutions of Australia’s democratic government when they form their own classroom government where they can design new laws and test those new ideas against the parliamentary process in their own classroom!

At the end of this unit the students will look at Australia’s rich tradition of political cartooning, where all politicians feel the wrath of the cartoonist’s pen!  They will be analysing political cartoons, learning about the humour and caricature involved, eventually creating a caricature of themselves in the context of their classroom parliament.

At this stage of schooling students should be developing their political literacy, which is a practical understanding of concepts drawn from everyday life but also an understanding of what might be considered the main political disputes (Brett, 2019). What they might be and how they impact our lives. Political literacy stems from a developing understanding about government and democracy, citizen and citizenship, laws, diversity and identity which are covered in this unit of work (ACARA, n.d.). It is our goal that students will develop communication skills and an understanding of the democratic process that allows them to see opportunities for community engagement during their lives. Marsh suggests that students should be able to reflect on the rights and responsibilities that being a citizen entails (2005). This is put into practice during the activities where learning is structured so students feel like valued participants, with their opinions and ideas heard and respectfully negotiated with peers. Students have the opportunity to explore meaning and interpret some social and cultural contexts in political cartooning. This integration of the visual arts into the HASS curriculum extends student understanding of how artists realise their ideas through different conceptual and visual representations (ACARA, n.d.).

An effective way to teach civics and citizenship is to engage with real issues. This creates an authenticity in the activities and adds an identifiable purpose to the lesson for the students (Brett, 2019). The excursion to Launceston’s council chambers is our active citizen project for this unit of work. The excursion gives students a real world experience where decisions might be made that have a direct impact on their lives. 

Parents can support their child during this time by simply talking about community and government, and even getting involved with their community where they have a voice and ability to contribute.

Steven Tyers

References

Australian Curriculum Assessment and Reporting Authority. (2019, March 15). The Australian Curriculum: all subjects (Version 8.3), all years, all curriculum elements, all curriculum dimensions. Retrieved from https://www.australiancurriculum.edu.au/download/

Brett, P. (2019). Educating for Democratic Citizenship: Promoting active citizenship and community involvement. Retrieved from https://mylo.utas.edu.au/content/enforced/296741-AW_EAS_19S1_19935_0_0_0_1_1/1.%20Active%20Citizenship_PB_SLIDES.pdf?_&d2lSessionVal=dX0BRDsVDVZldGP6H5Anv87PR&ou=296741

Gilbert, R. Hoepper, B. (2014). Teaching Humanities and Social Sciences, History, Geography, Economics & Citizenship in the Australian Curriculum. (5^th ed.) South Melbourne: Cengage Learning Australia

Marsh, C. (2005). Teaching Studies of society and Environment (4^th ed.) Frenchs Forest NSW: Pearson Educations Australia