|Scooped by MARINA MITSINGA|
China Downunder is a multistage teaching resource, developed by the NSW Department of Education and Training, to support the teaching of the HSIE K-6 Syllabus outcomes and subject matter. It provides teaching notes, handouts and background knowledge specific to each stage. Particularly, for the teaching of Stage 3, 'Theme 3: Beliefs and contributions', offers a global perspective of the influence of current events. It provides teaching/learning activities describing different cultural influences and their contributions to Australian identities. The theme provides a global perspective, outlining the influence of current events, which impacted on the Chinese culture to become part of the Australian community.
Activities include, instructing students to “create a list of names, attributions and actions of significant Australians”. Students discuss what they think makes an individual significant or famous in their perspective. Teachers can use the 'jigsaw strategy' to organise students into groups and have them investigate significant Chinese Australian personalities using questions, such as, ‘Where was the person born and why did he migrate to Australia?’. This activity will allow students to develop an understanding of the contribution the particular personality has made to the Australian community, and provide students with an interest in open communication and good interpersonal relations with other students in their group. According to Johnson and Johnson (2004), group members experience positive independence, where there is dual responsibility for each person to complete the task (Gilbert & Hoepper, 2011, p. 148). This involves interactions in which group members encourage each other’s efforts and contribution, whilst building on others comments. It has been shown that cooperative learning in groups can enhance cognitive development and develop greater capacity among students for reflection through explanatory discussion (Gilbert & Hoepper, 2011, p. 145). Finally, the jigsaw strategy also forms as a type of assessment, which helps teachers assess the ways in which students respond and analyse research questions.
Gilbert, R. & Hoepper, B. (2011). Teaching Society and Environment. 4th Edition. South Melbourne: Cengage Learning Australia.