What are special events we celebrate? - Early Stage 1 HSIE Outcome CUES1
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Celebrating achievements

Celebrating achievements | What are special events we celebrate? - Early Stage 1 HSIE Outcome CUES1 | Scoop.it
Discover some different ways that people celebrate achievements. This clip takes you to two big celebrations: a street...
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Throughout an individual’s life certain achievements are recognised through celebrations. This resource displays common types of achievements people celebrate frequently, such as graduations, academic milestones and sporting competitions, and the ways that people celebrate them. This video can be utilised by teachers to effectively introduce the idea to Early Stage 1 students that special events also involve certain achievements that people celebrate on an everyday basis, in comparison to larger scale religious or cultural events that occur once a year.

 

Lesson idea/activities: Prior to playing the video to the class, the teacher could prepare a mindmap, whereby students brainstorm their ideas about common characteristics, features or customs of celebrations e.g. dancing, music, food etc. Throughout the video, students see if they can identify any of these. Afterwards the class discuss what characteristics of celebrations from the brainstorm were evident in the video such as parades, cheering, decorations, clothing, flag ceremonies, crowds etc. This prompts students to recognise how people celebrate achievements through common customs repeatedly used when celebrating and also what type of atmosphere is created at celebrations through how people act and what they say. Students can then share their own experiences of particular achievements they have celebrated in the past and compare the similarities and differences of what and how they celebrated it with other peers and referring back to the video/ brainstorm. Students describe why they believe it was important to celebrate these achievements and discuss other events families participate in. Students respond to their learning by drawing a picture of a past experience where they have celebrated a special achievement that was important to them, writing a sentence or phrases describing what event was celebrated, who they celebrated with, where and how they celebrated the achievement and how they felt at the celebration and these can then be shared with the class and displayed.

 

These lesson ideas would aim to build their understanding of the concept of “specials events they celebrate” by identifying special milestones they celebrate on a daily basis and directly allows them to explore the outcome from the HSIE K-6 Syllabus “CUES1- communicates some common characteristics that all people share, as well as some of the differences” (BOS, 2006, p. 42) when celebrating personal achievements. This resource is valuable as it allows students to visualise the special events and achievements that people can celebrate and they can compare with their own experiences to identify similarities and differences between the ways people celebrate these. Teachers could use this resource as a basis for the lesson to stimulate discussion by building upon student’s prior knowledge about the concept of celebrations and ways we recognise these special events and can link this learning through literacy means where their understandings and experiences are consolidated in a drawing and written description.

 

Reference:

 

Board of Studies NSW. (2006). Human Society and Its Environment K-6 Syllabus. Sydney Board of Studies NSW.

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ANZAC Day

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When introducing the concepts that special events that we celebrate include important national holidays and celebrations such as ANZAC Day, a resource such as this is valuable for teachers to utilise to present and familiarise early stage 1 students with key vocabulary and terminology associated and with background information. This resource explicitly aims to develop student’s understanding of traditions and complex terminology associated with the national event ANZAC Day that is celebrated every year in Australia and provides historical facts. By explaining and defining terminology in simple terms and building students literacy vocabulary, this will later allow students to gain a more clear and holistic understanding of the historical importance of celebrating events such as ANZAC Day. This webpage consists of 26 pages filled with short and simple definitions which are supported by educationally appropriate wartime images, to reinforce the meaning and illustrate concepts, as well as links to additional information and sites for teachers to reinforce any terms. Each page is for one key term associated to Anzac Day such as digger, Gallipoli, medals, home front, poppy, rising sun or uniforms.

 

Lesson ideas/activities: As educators, a resource such as this could be utilised at different times during different lessons. I could be used prior to exploring ANZAC day events to introduce certain concepts and familiarise them with certain terms, so they have a background understanding of this celebrations to explore in more depth in other subsequent lessons. Similarly, it could be used within a lesson, in conjunction with other resources, as a reference point to take the time to clarify complex terms for students to allow them to better understand concepts of this special event that I celebrated nationally. When addressing each page, teachers can prompt questions to establish student’s prior knowledge about these terms that they are bring to the lesson and initiate discussion to vocalise and share students predictions or own definitions of what they understand about certain terms and their significance to this celebration. The class can analyse the pictures to show how they support the meaning and discuss ways these terms have relevance to particular traditions and customs. However, teachers must be culturally sensitive and critically consider which terms are appropriate to explore with for this stage.

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Birthdays- Interactive Whiteboard Activity

Birthdays- Interactive Whiteboard Activity | What are special events we celebrate? - Early Stage 1 HSIE Outcome CUES1 | Scoop.it
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This interactive whiteboard game activity is a valuable resource for students to use to develop a deeper understanding of the celebrations of birthdays through direct links to literacy learning. Through this digital play-based game, teachers are able to select the celebration of birthday topic and choose literacy concepts they would like the students to focus on for the game, ranging from word formation, letter sounds, rhyming and find-a words. Teacher can choose specific words from a word bank list that correspond with the celebration that they want students to practice or learn and students must use letters or words to spell out the word in educationally appropriate and fun games. Once games are completed, students can identify the traditional decorations and items found at birthdays such as streamers, presents, balloons, cake, piñatas, food, lollies, etc and discuss what they are, share their personal experiences of their birthday celebrations and press on them to play games. It is an active way to initiate discussion and reinforce concepts associated with the celebration of birthdays.

 

This resource is effective due to its literacy-rich value as it prompts students to draw upon their knowledge of words of traditions and characteristics of birthday party celebrations and practice specific literacy skills associated with these words in order to complete activities and solve games, whilst simultaneously learning key cultural terms associated with the celebrations of birthdays. It reinforces student’s spelling, letter-word correspondence, phonics skills, and literacy techniques such as rhyming and provides students with the opportunity to identify terms students are familiar with but most importantly build and develop their vocabulary of words to reinforce particular words such as confetti, candles, card etc, that are specific to the celebration of birthdays. The multimodal and digital nature of this resource is engaging for students and “makes the teaching of literacy more interactive and more interesting and relevant for students” and prompts “students-centred learning programs” (Winch, 2010, p. 23) .Quality learning is supported through the games and activities, making this a valuable resource that students should definitely utilise within the classroom regarding the concepts of celebrations, particularly birthdays.

 

Reference:

 

Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010), Literacy: Reading, writing and children’s literacture (4th ed.) South Melbourne: Oxford University.

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Chinese New Year

Chinese New Year | What are special events we celebrate? - Early Stage 1 HSIE Outcome CUES1 | Scoop.it
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This information article provides teachers with a detailed insight, facts and pictures regarding the worldwide celebration of Chinese New Year. It gives educators knowledge about the traditions and customs of the celebrations e.g. symbolic colours, lantern festivals, red clothing and background knowledge of the Chinese Calender, zodiacs, ceremonies, shows and more. It depicts how Chinese people historically celebrate this special event in China, however also explains how it is celebrated within Australia. The information in this resource allows teachers to develop a deeper understanding of how other countries and cultures celebrate certain events and allows them to share this with students and provides students with a global perspective and outlook to special events that are celebrated around the world.

 

Lesson ideas/activities: Prior to the lesson, students can bring photographs or objects from their own New Year celebrations. Students identify and mark the day they celebrate New Year on a calendar and recognise similarities or differences in the dates of their peers. Students record their own ideas and phrases about how they celebrate the special event of New Year in the first column of a pre-prepared T-table worksheet. Students can refer to their photographs for ideas. Through class discussion, students can shares their photographs and experiences about how they celebrate New Year every year with their family and friends and what is involved in their celebrations and compare this with other peers to identify similarities and differences in their New Year celebrations. The teacher explains how different countries, cultures or religions can celebrate New Year at different times and in different ways and refers to Chinese New Year as the example. The class explores this global celebration through a small case study using the explanations the teacher gives (based upon the simple knowledge from the article), pictures and photographs illustrating the events of the celebrations and this can be accompanied by appropriate traditional music and videos. As a class they can compare some of the differences between the ways Chinese New Year is celebrated around the world and in Australia and with their own experiences of New Year and later record this in the right column of the T-table.

 

This valuable resource allows teachers to gain an in depth insight and educational background knowledge about the celebration of Chinese New Year which they can draw upon within class lessons to explain and explore with students the concepts of global celebrations and special events that people around the world from different cultures or religions. Ultimately this resource aids teachers in assisting students in gaining a greater understanding of the process of comparing and contrasting cultural traditions and customs from world-wide celebrations, such as New Years, around the globe, and linking this to their own experiences to make the concepts more relatable. Gilbert and Hoepper (2011, p. 55) accentuate that “a diversity of perspectives should be welcomed and discussed” within the classrooms and this resource allows teachers and students to gain a greater appreciation for cultural diversity through global perspectives and identify the connectedness between people worldwide. Utilising a T-table strategy, organises information students are learning and allows teachers to assess the comparison/contrast students can make between the New Year celebrations of different countries through literacy. Also getting students to identify dates on the calendar and days of the week that they celebrate New Year makes a direct link to numeracy.

 

Reference:

 

Gilbert, R., & Hoepper, B. (2011). Teaching Society and Environment. Australia: Cengage Learning Australia Pty Limited.  

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Bubbay: A Christmas Adventure

Bubbay: A Christmas Adventure | What are special events we celebrate? - Early Stage 1 HSIE Outcome CUES1 | Scoop.it
Bubbay lives in the outback spending his days protecting a herd of goats from dingoes. He sleeps in his swag under the stars and the only person he visits is Mrs Timms for chicken’s eggs. One night, just before Christmas, Bubbay wishes for something he ha
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‘Bubbay: A Christmas Adventure by Josie Wowolla Boyle,’ is a children’s picture book which can be read to the class by teacher’s when discussing the celebration of Christmas, in order to provide more perspectives about the similarities and differences that all people share when it comes to celebrating Christmas. It is a great example of a quality literary text that incorporates an Aboriginal perspective on a fictional story about the Christmas spirit that students can relate to and compare with. The magical storyline of the book centres on Bubbay’s adventures in the outback and his desire to have a Christmas tree and share Christmas with a family. It follows the events that occur when he makes this wish and conveys underlying themes of hope, Christmas and Aboriginal spirituality.

 

Lesson ideas/activities: This resource can be used to prompt student discussion about what, how and if they think family and friends play an important role in participating in celebrations. Using this picture book as a platform, prompt questions to students such as “Why do you like to celebrate special events with you family/friends?” “What types of things do you do together with your families at special events?” and allow students to share answers/experiences. Similarly within the discussion, the teacher show discuss parallels between this book and the Christmas story, such as giving presents, miracles, the importance of the star, the herd of goats and the shepherds from the nativity story, decorating Christmas trees, etc, and allow them to compare and contrast these traditions with their own experiences and of other cultures. It is essential that throughout these activities, teachers explicitly emphasise and discuss with students how Indigenous and non-Indigenous values and beliefs concerning celebrations are interweaved within the storyline and how they are similar or different to their own. Teachers can link this to K-6 Creative Arts outcome “VAES1.1 makes simple pictures and other kinds of artworks about things and experiences” (BOS, 2006, p. 24), as students can use the ideas, concepts and themes explored in the lessons to re-create their own artwork that depicts the magic of Christmas celebrations for them, using vivid or water colours.  This is a valuable resource that the class can effectively use to enhance their understanding of cultural diversity and difference and appreciate the common or differing characteristics of celebrations that people within Australia can share.

 

Reference:

 

Board of Studies NSW. (2006). Creative Arts K-6 Syllabus. Sydney Board of Studies NSW.

 

 

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