|Scooped by Joycelyn Lee|
This resource is great for teachers and the whole school to use to celebrate and discuss the continuing practice of ‘National Reconciliation Week’. This website can be seen as an Indigenous perspective because it allows teachers to look at the many different views on how people throughout the community celebrate this week, with diverse fact-sheets involving how this week came to be a practice within our communities. This link below gives teachers and schools stage appropriate activities to do within the classroom and throughout the whole school community.
Teaching Idea: Teachers are to have a class discussion on what they think reconciliation means to the whole class. They are to create a class book about NRW. Every student must write (about 2 paragraphs depending on class) on an A4 page (folded in half horizontally) about what reconciliation means to them. They will have to write on one side of the folded paper and leave the other side to paste their drawing or painting. Scaffolding for the students is great way to help students who may get stuck about the topic or question or may be an EALD student. Help students by scaffolding the sentences out for them. Students will receive another A5 sheet where they will draw or paint, in a landscape view, what they think ‘National Reconciliation Week’ looks like to them. When their interpretation is done they are to stick it on their writing page on the other half of the folded paper. Once students have finished their work and each piece of their work has their name on it, the teacher gathers it together. Use a hole puncher to create a place to tie a ribbon through. You can use representing colours of the Aboriginal flag or the Torres Strait Islander flag. The title can be named “What does reconciliation mean to (insert class name)”. This can be placed within their classroom and so students can have a look at their work and their class’s work.
This teaching idea is great to use with students in stage 2 because of the literacy strategy that is involved. Students must use their understanding of the topic and refer it back to what they think reconciliation means to them. According to Ljungdahl and March (2010) “Writing… can collect and store ideas that arise form reflection and talk” (p. 263). This is appropriate to the activity because students are reflecting on the information they have just learnt by creating a book relevant to the topic.
Ljungdahl, L and March, P. (2010). The importance of Writing in our Society. In G. Winch et al (4th Ed.), Literacy: reading, writing and children’s literature (pp. 257-270). Victoria, Australia: Oxford University Press.