HSIE K-6: People, Places, Features & Faces
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HSIE K-6: People, Places, Features & Faces
Teaching resources for HSIE K-6, Stage 2, Environments, ENS2.6 & ENS2.5- groups associated with places & features, including Aboriginal people
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Home - Trove

Home - Trove | HSIE K-6: People, Places, Features & Faces | Scoop.it
Trove: Find and get Australian resources. Books, images, historic newspapers, maps, archives and more.
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Katrina Platcher's comment, April 17, 2013 9:12 PM
This website it is a treasure ‘trove’ of information! The website is a scholarly search engine linked with the National Library of Australia, which allows you to search countless resources including photographs, video and music, newspaper and journal articles, books, people and organisations, maps and archived diaries, letters and websites.

In relation to learning about the relationships of people and the environment the website is a constructive resource for teachers acquiring maps and photographs of places and the environment over periods of time. Some of the sources found were the Aboriginal map of Indigenous languages and old photographs of the Sydney Harbour before and after the bridge was built. These kinds of resources could be used to explore and discover the history and geography of features and places in our world.

The site is probably best used by teachers as it may be a little hard for students to navigate but it could be introduced to them as an exercise on how to acquire and critically assess relatable and appropriate resources for a task, activity or research.

One activity that can help develop effective critical inquiry would be for groups of students to source a collection of four photographs or maps of the Habour Bridge. The resources collected by students can then later be critically assessed and discussed by the whole class using questions and inference to discover and decode meaning about The Harbour Bridge. Questions to help direct and scaffold the discussion could include:

1. What does this tell us about the land or feature of the time?
2. Who might have taken the photograph or lived on the land then?
3. Is this a valid source? Does it portray a particular perspective or viewpoint?
4. Have we only collected maps or photographs from a particular time or perspective?

A task like this not only helps students explore a significant site or feature, it helps develop critical analysis of the information they source and challenges them to investigate deeper, evaluate assumptions or knowledge and refine their research skills (Gilbert & Hoepper, 2001).

References
Gilbert, R. & Hoepper, B. (2011). Planning for Student Learning. In Teaching Society and Environment (4th ed.). (pp.99-121). South Melbourne, Australia: Cengage Learning Australia.
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8ways - home

8ways - home | HSIE K-6: People, Places, Features & Faces | Scoop.it
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Katrina Platcher's comment, April 17, 2013 9:29 PM
This website outlines Aboriginal pedagogies and the 8 ways of learning. The symbol of the 8 Aboriginal learning ways is a brilliant visual reference for teachers learning to sensitively and appropriately embed Aboriginal and Torres Strait perspective into their curriculum (NSW Department of Education and Training, 2009). The website includes links to guidelines, activities and examples of Aboriginal pedagogy.

Explicitly the visual could be used to identify Aboriginal sites and the different indigenous groups in Australia, purposely referencing the symbolism of the Aboriginal framework, for example examining the area of Wolli Creek and Aboriginal content by relating it to land links, community links, drawing learning maps, engaging in stories with an Aboriginal speaker and making a college of significant symbols and images of the site and its people.

However the website and its framework provides sacred and valuable insights on how to incorporate the Aboriginal perspective implicitly in your teaching methods — “not through Aboriginal content but through Aboriginal process” (Yunkaporta & Kirby, 2001)

Instead of just reviewing Aboriginal content in relation to Environment (ENS2.5 & ENS2.6), the aboriginal processes can be used to explore other relationships of people and places, for instance the significance of the students local place, their school. Activities could include sharing their stories and narrative of being at school, creating detailed learning maps of their school’s site and creating a historic learning journey of how the school’s land has changed physically over time. Symbols and images could be drawing and evaluating the school emblem, what it represents to students, to the teachers and to the wider community. This type activity incorporates Aboriginal perspective by engaging the Aboriginal processes instead of just content. The site even has examples of using Aboriginal pedagogy in Maths and English, which is fantastic!

References
NSW Department of Education and Training, (2009). Aboriginal Education and Training Policy. An Introductory Guide. Sydney: NSW DET Aboriginal Education and Training Directorate. Retrieved from: https://www.det.nsw.edu.au/policies/students/access_equity/aborig_edu/implementation_2_PD20080385.shtml

Yunkaporta, T., & Kirby, M. (2011). Yarning up Indigenous pedagogies: A dialogue about eight Aboriginal ways of learning. In Purdie, N., Milgate, G., & Bell, H., R. (Eds.), Two way teaching and Learning (pp. 205-214). Melbourne: ACER Press.
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Home | My Place for teachers

Home | My Place for teachers | HSIE K-6: People, Places, Features & Faces | Scoop.it
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Katrina Platcher's comment, April 17, 2013 9:59 PM
This is website is a rich and valuable resource for teachers to use, create and apply to lessons to meet a range of K-6 KLAs in all subjects across the Syllabus— in the words of teacher Richard Lay “Death by a Thousand Outcomes”( n.d).

The website is an extension of the TV series “My Place” and text “My Place” by Nadia Wheatley, which explores people and places of a particular area over different time periods. Using the website in conjunction with the text and the TV series would be beneficial as a comprehensive support for a Unit of Work but the content on the site alone can be used individually if need be.
The site contains a teacher’s forum, maps, a timeline, activities, photos and an extensive amount of video clips chronicling stories about characters and place.

Movies and videos often can be an effective way to engage students on a topic and are a powerful tools in shaping, challenging and examining stereotypes and perceptions of an issue (Connor & Bejoian, 2006; Safran,1998). The website can also be used in conjunction with its sister site ABC “My Place” for kids (http://www.abc.net.au/abc3/myplace/), which includes interactive games, stories, mystery items and timeline activities of important events and discoveries.

In relation to Stage 2 Environments: relationships people have to places, students could view a variety videos with characters from different time periods. These videos could be used as a scaffold to brainstorm and talk about the different people and places, how they change (CC2.3), how the places in environment have different personal significance for persons or groups and how a place has many uses (ENS2.5 &ENS2.6).

In groups students could be directed to measure (MS2.1) a timeline and plot the events of the characters in the videos. The groups can then be assigned a specific video and asked to create a small story/play about how the characters would feel about ‘their place’ during a different time period. The groups can later perform their play to the class. This activity would not only introduce the idea of empathy and viewing people, culture and places from different perspectives (Gilbert & Hoepper, 2001, pp.151) it also assesses the outcomes of listening and talking skills (TS2.1, TS2.2, TS2.3 &TS2.4), while incorporating play to enhance decoding and meaning (Ewing, 2010)

References
Board of Studies NSW (2007). English K-6 Syllabus. Sydney: Board of Studies.
Board of Studies NSW (2006). Maths K-6 Syllabus. Sydney: Board of Studies.
Connor, David J., & Bejoian, Lynne M. (2006). Pigs, Pirates and Pills. Using Film to teach the Social Context of Disability. Teaching Exceptional Children, 39(2), 52-60
Ewing, R. (2010) Literacy and the arts in Christine, F & Simpson, A. (Ed’s) Literacy and social responsibility: Multiple Perspectives, Equinox: London.
Gilbert, R. & Hoepper, B. (2011). Active and experiential learning. In Teaching Society and Environment (4th ed.). (pp.145-157). South Melbourne, Australia: Cengage Learning Australia.
Lay, R. (n.d). Unit of Work – Nakara Primary School. Retrieved from: www.myplace.edu.au/verve/_.../My_Place_Unit_of_Work.pdf
Safran, Stephen P. (1998). The First Century of Disability Portrayal in Film: An Analysis of the Literature. The Journal of Special Education, 31 (4), 467-479
Wheatley, N. (2008) My Place. Australia: Walker Books Australia Pty Ltd
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Home | Global Education

Home | Global Education | HSIE K-6: People, Places, Features & Faces | Scoop.it
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Katrina Platcher's comment, April 17, 2013 9:21 PM
Global Education is brilliant website the provides a range of resources including publications, images, activities and case studies to help teachers incorporate global perspectives in their curriculum. The website is an excellent and extended support to the Australia publication ‘Global Perspectives: A framework for global Education in Australia Schools’.

One particular activity from the resources that is valuable and useful for exploring people, places and the environment is ‘Environments around the world and peoples impact on places’. (http://www.globaleducation.edu.au/teaching-activity/people-and-the-environment-lp.html)

In one activity using the image gallery (or Google images/maps) students could view significant places around the world eg. The Sistine Chapel or Great Wall of China; multilingual or international students may even suggest significant places related to their background. As a class, students could then discuss:

1. What is place like?
2. Who lives there?
3. How do people use this place and why is it special or meaningful to them?

Later in groups students could be assigned different sites from around the world and directed to create an artwork map or college of the place. Using the Aboriginal 8 ways of learning framework as reference guide students could be encouraged to use Google maps to outline important sections sounding the site, feature or place, as well as including significant symbols and images.

In conclusion to the activity groups could present their artwork map and the students as a class could discuss, evaluate and compare how the places and people are different or similar? Do the groups of people from the each place impact each? How? This discussion could be an introduction and set-up for further investigation of people and places from a global perspective in later lessons.

References
Education Services Australia. (2008) Global Perspectives: A framework for global Education in Australia Schools. Carlton South Vic, Australia: Education Services Australia
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Visiting a park | NSW National Parks

Visiting a park | NSW National Parks | HSIE K-6: People, Places, Features & Faces | Scoop.it
Official information on national parks in NSW, Australia. Camping, accommodation, walking and more. Rainforests, waterfalls, outback deserts, wildlife, beaches, alpine snowfields, rugged bush…find yourself in a national park.
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Katrina Platcher's comment, April 17, 2013 9:43 PM
The NSW Government’s Office of Environment & Heritage is an informative resource for both teachers and students teaching and learning HSIE. There is a vast amount of knowledge on a variety of topics that meet the outcomes of the NSW Board of Studies HSIE Syllabus, focusing specifically on Environment and Culture and Heritage (EN &CU) including Environmental Issues, Nature Conversation, Sustaining our Environment and Heritage and Culture.

This site is particularly useful for teachers planning excursions to national parks and sites, which can be an engaging and ‘direct’ component in helping students ‘authentically’ learn a unit of work that is specifically aligned with Patterns of Place and Location and Relationships with Places (Gilbert & Hoepper, 2001, p101-103).

Many of the National Parks have exclusive workshops purposely catered to HSIE stages and outcomes as well as teachers kits and activity sheets. An excursion can be a great focal point for planning and learning about sacred Aboriginal places, features, cultures and heritage. Some big ideas and questions that could initiate discussion are:

1.Why is something Heritage?
2. Who looks after it?
3. Does the feature or site have spiritual significance to specific people or groups?

A powerful lesson including these questions could start with brainstorming important features and sites around Australia and plotting them on a map. Students can then be introduced to the websites extensive maps resource, which have plotted sacred aboriginal places, features and national parks. Students should then be encouraged to compare and contrast their maps with websites, noting what was missing and what can be added to their own, extending their knowledge of places in more detail. A further task could be set on researching a particular feature (perhaps a National Park they may visit).

Nadia Wheatley’s book “Going Bush”, could be used in conjunction with this website and the excursion planning, as a scaffold in creating a Learning Journey. A Learning Journey could be created over a number of weeks and displayed around the classroom in the form of detailed maps, recounts, and stories. Showcasing the growth of knowledge that is explored and discovered during and after the excursion, over a period time like this explicitly helps make learning and the theory of construstivism visible (Piaget, 1963 cited in Bobis et al, 2013)

References:
Board of Studies NSW (1998). Human Society and its Environment K-6 Syllabus. Sydney: Board of Studies.
Bobis, J., Mulligan, J., Lowrie, T. (2013). Mathematic for Children- Challenging Children to think Mathematically. Sydney: Pearson
Gilbert, R. & Hoepper, B. (2011). Planning for Student Learning. In Teaching Society and Environment (4th ed.). (pp.101-103). South Melbourne, Australia: Cengage Learning Australia.
Wheatley, N. (2007). Going Bush. Crows Nest, Australia: Allen & Unwin