Class and School Decision-Making
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Rescooped by Justyna Wild from HSIE SSS3.8: Community, school and class decision-making and democratic processes
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Dust Echoes: Ancient Stories, New Voices

Dust Echoes: Ancient Stories, New Voices | Class and School Decision-Making | Scoop.it
Ancient Stories, New Voices. Dust Echoes is a series of twelve animated dreamtime stories from Central Arnhem Land in Northern Australia

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GoBack-School-Pack-2012.pdf

Justyna Wild's insight:

A cross-curricular resource for teachers covering global human rights and refugees. The resource is targeted at secondary students but activities can be adapted for upper primary. Lots of useful facts and figures p.17 and links to other sources and multimedia. One of my favourite activities draws out the impact of media on how we form our opinions and relate to each other - great for students to begin the process of evaluating viewpoints and formulating their own.

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Learning about rights - Global Dimension

Learning about rights - Global Dimension | Class and School Decision-Making | Scoop.it
Support for school teachers, teaching resources, case studies and background information
Justyna Wild's insight:

This site provides a global perspective on many subject areas and across multiple age ranges, including Stage 2. There are resources for teachers, including a forum to discuss and reflect on global issues and downloadable assets to use in the classroom. Some assets are free and some have a cost attached. Suggestions for inclusion of school-wide global perspectives are also made. Teaching and learning activities could focus on reading texts such as narratives, multimodal texts, poems, and watching videos showing other cultures and communities, drawing attention to the rights of children and inequalities around the world and as global citizens, students role in these issues.

 

This would provide a stimulus for drawing comparisons with students' own lives, as well as the interrelationship between local and global rights and responsibilities. Students would engage in discussions and activities to learn more about the world and their role within it. Enabling them to come to the conclusion that they have the power to challenge inequalities through a framework of human rights and the development of a 'sense of social justice' (Browett & Ashman, 2011, p.7)

 

Browett, J. & Ashman G. (2011). Think Globally: Global perspectives in the early years classroom. Education Services Australia: Australia.

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Get Voting

Get Voting | Class and School Decision-Making | Scoop.it

The aim of the Get Voting is to support school elections that follow good process and give the voters confidence in the outcome of the election. It also provides a positive learning experience for students, demonstrating the value of voting as a decision-making tool and democratic right.

Justyna Wild's insight:

This site is an education initiative of the Australian Electoral Commission (AEC) and helps teachers to connect to election experts who can provide assistance and free step-by-step guides and resources to run school elections. It's would be an invaluable asset to have in the classroom to facilitate school-wide decision making such as electing school captains but could also be simplified to a classroom level. The site also provides an important insight into how voting works in the wider community.

 

The activities are split into 5 distinct steps, with proposed activities, time and resources. These including - planning and nomination, pre-election preparation, voter education & campaigns, election day and counting & announcing. Teachers can also arrange a visit by an AEC expert to the school to provide a truly authentic experience to students.

 

Additional cross-KLA outcomes can be achieved throughout  a campaign, such as:

English - EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts.

Mathematics -MA2-18SP selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs.

Creative Arts - VAS-2.2 Uses the forms to suggest the qualities of subject matter

 

 

Board of Studies. (2012). English K-6 syllabus. Sydney: NSW Board of Studies: NSW

Board of Studies. (2012). Mathematics syllabus. Sydney: NSW Board of Studies: NSW

Board of Studies. (2006). Creative Arts Syllabus. Sydney: NSW Board of Studies: NSW

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Rescooped by Justyna Wild from HSIE SSS3.8: Community, school and class decision-making and democratic processes
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Hands On Democracy- Teacher Resource (MOAD)


Via Cahlia Di Lanna
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Cahlia Di Lanna's curator insight, April 4, 2015 1:44 AM

This teacher resource focuses on how students as individuals can make a difference in local, national and global communities using a democracy framework. The information in this document can be used to highlight the factors, which influence decision-making processes at each level and provides various interactive and hands on activities which teachers can adapt to suit their own content.

 

Teaching Activity: Using a pre-made cardboard tree, see image on page one of the resource document. Teacher divides students into small groups and poses question to students to brainstorm “How can people make a difference in either the community, schools or a classroom”. Students then individually select a key point they have discussed, write it on a leaf and attach it to the tree forming a collaborative visual representation of class thoughts as a community themselves. Teachers can then add any additional points and may explain key words and legislative processes, videos such as this one may be viewed after this introduction https://www.youtube.com/watch?v=NhYpkVclXbA

 

Assessment task: Students in pairs will find an example of how democracy is implemented in the local area, and find situations (either in the past or present) where public action has led to an improvement for either a community, a school or in the classroom. They will describe how individuals and non-government organizations can contribute to the decision making process within a society and influence representative bodies. This will then be presented to the class, students can utilize PowerPoint, posters, pamphlets or smart boards to present their ideas to their peers.

 

Pedagogical Research: This student centred approach to learning and the use of multimedia can promote active learning and it has been suggest that it is more effective in aiding students learn and transfer knowledge (So & Kong, 2007). It is also emphasized that students are more engaged when involved in exploring real situations in an inquired based approach as used above (So & Kong, 2007)

 

References:

Museum of Australian Democracy. (2009). I CAN MAKE A DIFFERENCE YEARS 4–6. Retrieved from:

http://static.moadoph.gov.au/ophgovau/media/docs/learning/HoD-I-can-make-a-difference-4-6.pdf

 

So, W.-M. W., & Kong, S.-C. (2007). Approaches of Inquiry Learning With Multimedia Resources in Primary Classrooms. The Journal of Computers in Mathematics and Science Teaching, 26(4), 329.

 

State Library of New South Wales [findlegalanswers]. (2013). How laws are made-Parliament. [videofile]. Retrieved from: https://www.youtube.com/watch?v=NhYpkVclXbA&spfreload=10

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Aboriginal People's Search for Democracy

Professional Development material for teachers using the Discovering Democracy materials and resources. A joint production by ABC Online and teh NSW DET
Justyna Wild's insight:

This site offers a chronology of Aboriginal people's struggle for democracy. It provides an insight into the many attempts by Aboriginal people to gain citizenship rights and social justice and would form an interesting perspective to evaluate the many aspects of roles, rights and responsibilities as local citizens to help students achieve outcome:

 

SSS2.8 Investigates rights, responsibilities and decision-making processes in the school and community and demonstrates how participation can contribute to the quality of their school and community life. (BOS, 2007, p.21)

 

To bring the discussions into the current day context it would be interesting to evaluate whether citizenship rights formed purely on a legal, structural and economic basis are sufficient to create equality. The social justice gap suggests that additional work is required.

 

In-class activities could include, developing a historical timeline with groups responsible for particular key events - each group would report back to the rest of the class using a selected format e.g. some may choose a poem, others a poster, others a presentation or artwork. This would allow for differentiation and any required accommodations.

 

Board of Studies. (2007). Human Society and It's Environment K-6 syllabus. Sydney: NSW Board of Studies: NSW

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School Democracy

Justyna Wild's insight:

Although this is not a formal website I felt this paper was particularly interesting as it gives concrete examples of how to integrate democratic processes within a school and as such is targeted at teachers and administrators. It demonstrates the approach adopted by Hambledon Primary School in Far North Queensland and was presented at the Social Education Association of Australia National Biennial National Conference 2001 "Empowering our Youth - Celebrating Federation".

 

The school runs a number of programs which could be adapted and adopted by other primary schools around Australia and it appears 'reflect and inform the school ethos, culture and environment' (Gilbert & Hoepper, 2014 p.312). They include details about the school's citizenship scheme, school behaviour management program, it's ethics program, social justice activities, student participation and leadership opportunities and a number of cross cultural awareness activities and events.

 

Gilbert, R. & Hoepper, B. (2014). Teaching Humanities and Social Sciences 5th Edition. South Melbourne: Cengage Learning Australia.

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Rescooped by Justyna Wild from Civic Engagement | Citizenship
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Civics | Welcome

Civics | Welcome | Class and School Decision-Making | Scoop.it
The Civics and Citizenship Education website provides teaching and learning resources relating to all aspects of the democratic process in Australia. A DEST funded project.

Via Brian H. Burnett
Justyna Wild's insight:

This is an extremely comprehensive site targeted at teachers and students and offers insights into Australia-wide democratic processes as well as meaningful representations of civics at a school and classroom level. The site provides an Indigenous perspective and there are specific case studies that give examples of how to engage different groups within the school community and to encourage democratic participation by "charging students with the responsibility of making decisions that affect their learning environment, and encouraging and trusting their perspective and voice in matters to do with the curriculum, school behaviour policies, the values of the school and the school vision". http://www.civicsandcitizenship.edu.au/verve/_resources/DEEWR_CCE_PLP_Module_2_file.pdf#search=stage%202

 

There is a broad range of content across all stages, including content that is specifically related to Stage 2 subject matter:

SSS2.8 Investigates rights, responsibilities and decision-making processes in the school community and demonstrates how participation can contribute to the quality of their school and community life.

 

There are also numerous teaching and learning suggestions;

Active Citizenship – problems and possible solutions

Aussie Symbols

Getting Involved: Volunteers at our school 

Local Government Services and 'Joining In'

Local Government: Town hall detective

Our National Flag ... Since 1901

Representation: How many times am I represented?

This Australian Nation: We are Australian 

Voting and Elections: Voting: Should you have to?

What makes a good citizen?

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