HSIE Stage 2: Community diversity
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HSIE Stage 2: Community diversity
Teaching resources: The diversity of groups within and between communities.
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Multicultural and Indigenous Learning Resources, Cultural Diversity, Child Care Learning Resources, Early Learning Tools - Cultural Calendar

Multicultural and Indigenous Learning Resources, Cultural Diversity, Child Care Learning Resources, Early Learning Tools - Cultural Calendar | HSIE Stage 2: Community diversity | Scoop.it
YuJin Jeon's insight:

This website has an extensive list of all the multicultural dates, also known as world culture celebrations. Currently, the dates are listed for the year 2013, but the list is updated annually. This list of multicultural dates allows the exploration of the diverse groups of cultures, of the world within and between the communities of Australia in a global perspective.

A possible lesson a teacher may plan for a stage 2 class with this resource can be to decorate and record all these dates in a calendar to be put up somewhere in the classroom. This specific resource can be used to explore  global perspectives on diversity of groups in the community. Although not each and every multicultural date can be experienced in a classroom setting, there are bound to be children from some of these backgrounds, and on the days which fit, an activity may be held where the students who celebrates one of the multicultural dates talks to their class about this particular day. If a specific multicultural day has been selected, a teacher may ask a guest speaker from that culture to come in and talk to the children about their global perspective on community diversity with reference to the multicultural date. Otherwise, a teacher may give each student or a group of students a specific world culture celebration to research and create a poster or deliver their findings in a speech format as an assessment task. 

Alongside this, a fun task for students would be the colouring-in activity of children in multicultural dress. All the children in traditional dress represent the global diversity of communities within Australia. This free resource is available for download on this website (Multicultural articles: Multicultural Children in traditional dress). Instead of each student colouring in each picture, a teacher may allocate a group of students to a specific multicultural dress and ask groups to develop a poster presentation on that culture.

Group work and cooperative learning is critical in young learners as it stimulates motivation and when the student's values are supported and reflected on, it enhances their confidence (Gilbert & Hoepper, 2011, p.145).

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Australian aborigines

Australian aborigines | HSIE Stage 2: Community diversity | Scoop.it
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YuJin Jeon's insight:

This website holds a collection of links to other websites on Aboriginal history, culture and people.This website can be used as an excellent resource when it comes to learning about Australian indigenous (Aborigines and Torres Strait Islanders) people and can be used to give a good introduction to the indigenous perspectives on the topic of community diversity.

With particular interest in the Aboriginal group as individuals within and between the Australian community, this website is useful as when you enter the section which states “Go here to find out about some famous Aboriginal Australians and Torres Strait Islanders” the page focuses on the famous indigenous people of the Australian community. A teacher may use these famous people to plan lessons on Aboriginal people as part of the diverse Australian community. For stage 2 learners, to develop an understanding of Aboriginal people and their perspectives 'within and between communities', it may be useful to focus on two or three specific people. After lessons planned and delivered on the topic of indigenous people, a teacher may construct a matching exercise in which students match the famous Aboriginal individual to who they are and then individually write about their thoughts on these people and how these people have built part of the diverse Australian community.

 

With this, the Interactive Indigenous Map of Australia is an excellent resource that merges well with the content of Aboriginal perspectives.

http://www.abc.net.au/indigenous/map/

This website link has an interactive online map showing the languages and regions of “Indigenous Australia”. The map gives students a visual representation of how the multiple Aboriginal communities coexists within and between other diverse communities of Australia. This interactive map is relatively simple and stage 2 students could use this website without individual guidance. It is important for students to learn and think about the perspectives of Aboriginal people. Teachers should guide their learners and set a task on what and how indigenous people feel about the changing and growing diversity of groups within and between the community after a group discussion as a class using this map. After learning about these Aboriginal perspectives, teachers may ask students to choose a specific region on the indigenous map of Australia and ask them to write a narrative or poem, imagining they were part of the indigenous groups within the Australian community.

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Racism. No Way. Australia's cultural diversity

Racism. No Way. Australia's cultural diversity | HSIE Stage 2: Community diversity | Scoop.it
This website aims to tackle racism in schools in Australia, through providing teachers, school students, parents and governors with games, research and lesson ideas that explore the causes and effects of racism for practical use in the classroom.
YuJin Jeon's insight:

This website link explores Australia’s cultural diversity. Providing a stage 2 class with this website may not be suitable as it contains statistics and language which stage 2 students may have difficulty understanding. However, it is highly useful for a teacher to adapt and use as a teaching resource. The website contains statistics on the diversity of groups within Australia. It contains figures for the birthplace, languages spoken and religion status of groups in the community. These are a great indication of the diversity within and between Australian communities.

A teaching idea would be to use the tables and graphs in this website. Depending on the level of their stage 2 students, a teacher may directly give the students the information from the website or adapt it into a more simplified and colourful version of the statistics. A lesson a teacher may plan with this website could be making a large, visual pie chart or poster which displays the diversity of birthplaces, languages and religions of the Australian community and allowing groups of students to write a report or make a mini-presentation on what they learnt from the poster to others in the class. Interpreting graphs and statistical information assists with Mathematics outcomes MA2-18SP of the new mathematics syllabus (NSW Board of Studies, 2012, p.26) and presenting their findings or writing them down in a report style format links directly to WS2.9 of the English syllabus (NSW Board of Studies, 2007, p. 39).  Gilbert and Hoepper (2011, p. 111) have emphasised the importance of young learners developing their skills in comprehending, reconstructing and applying given information. This is an excellent task in which students initiate their learning of community diversity using the process of comprehend, reconstruct and apply.

Another fun activity could be doing a similar poster with the diversity of the students within the children of the teacher’s class and even may compare similar posters made of other classes in school.

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Australian Communities | McCrindle Research

Here's to our Australian communities and to those who are committed to supporting, engaging, participating and shaping them. McCrindle Research | Know the Times
YuJin Jeon's insight:

This short video by McCrindle Research is about Australian Communities. There is a combination of talks by three people from different parts of Australia who discuss the diverse groups within their community. They explain how they live and work together to “support, engage, participate and shape” Australian communities.

This video gives a good introduction to teachers on the diversity of groups in Australia. This video clip may be slightly difficult for younger stage 2 learners however, because it is a visual resource, it may be more powerful and engaging than a written form. Also, Gilbert and Hoepper (2011, p. 109) have indicated that stage 2 students need to construct new meanings of what they already know from a range of different sources. As this teaching resource would be used after a good introduction to diversity of communities, challenging the students with a video which may be slightly higher than their level will induce higher order thinking. 

This resource can be used by teachers directly or teachers may adapt the information from this video to set out an activity where students can draw  a concept map, expanding their knowledge on the diverse groups within and between the community. The teacher may want to write some examples on the board to start or give pre-made cards indicating different groups and ask their students to expand on the topic. Example:  Card states ‘Religion’, students build concept map and expand on types of religion of the community. This video can be used in conjunction with the SBS World News Australia video on “Australia’s emerging communities.” from SBS World News Australia, 21 June 2012.

http://www.youtube.com/watch?feature=player_embedded&v=6REVuAXAvW8

The video displays four rapidly growing communities of the many diverse groups of Australia. Because it is a short section of the news, stage 2 learners may have difficulty understanding the language used. If this resource is to be used directly by the teacher for stage 2 learners, it may be useful to do a vocabulary exercise before watching the clip. Words such as migrant, multicultural and immigration are words that often come up in the content of HSIE learning, hence it will be useful for students in many situations. 

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Difference Differently

Difference Differently | HSIE Stage 2: Community diversity | Scoop.it
YuJin Jeon's insight:

Difference differently is a website that holds very useful, free resources which both teachers and their students can easily access and use to learn about the diversity within our communities. In specific, the ‘Civics and citizenship; level 1 'getting to know others’ section is a wonderful resource for teachers and stage 2 students in learning about the diversity of people and their groups within and between the communities.

The 'School Playground' section has a range of profiles on children who come from diverse cultures and backgrounds that all play in the same playground. There is a continuing story about these children in the playground and there is an exercise for students to write down how a character might have felt in a certain situation. This task also highlights a global perspective.

This exercise requires learners to listen to descriptions of unfamiliar places, people and things which naturally links with TS2.1 of the English K-6 syllabus (NSW Board of Studies, 2007, p.21). Instead of setting a writing task, a teacher may do this as a whole class activity and ask students to act out what is read in the story then generate a discussion of their thoughts.

Another useful resource within this website for stage 2 students is the ‘People in our community’ section. There are interview-type videos of various people which will engage young students to learn and think innovatively about the diversity of groups within and between their communities.

 

Alongside these tasks, towards the end of the learning outcome, a teacher may wish to record student thoughts on the topic they have learnt about.

http://kidsspeak.global2.vic.edu.au/2013/02/04/australia-day-reflections/

This is a video directly from Stage 2 students reflects their thoughts on what Australia Day means to them. This is a useful resource when observing the different and similar thoughts on a mutual topic of 'Australia Day' of a diverse range of stage 2 students in the same community. A teacher may do something similar and ask students to talk about what they have learnt and what they think about diversity within and between the communities.

 

 

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