Early Stage 1 - Characteristics, desires and abilities of students
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Cultural diversity: Suggestions for school staff

Cultural diversity: Suggestions for school staff | Early Stage 1 - Characteristics, desires and abilities of students | Scoop.it
Persephone Moir's insight:

 

This informative web document provided by ‘Kids Matters’ (www.kidsmatters.edu.au) is an aid for teachers, offering a number of strategies and ideas of assisting with ensuring every child in their class is catered for. This is a vital skill to have, as each classroom in Australia due to our incredibly and ever growing multicultural population. 

This directly links to the ES1 Cultures strand, in particular the characteristics, desire and abilities of others.

 

The organisation ‘Kids Matters’ promotes healthy minds and positive communities. It also encourages quality teaching which means teachers will cater for the diverse learners in the classroom. Instead of “dumbing it down” for CALD students or those with learning difficulties, Kids Maters promotes that teachers broaden or alter the material being taught to students.

This document outlines different aspects to help cultural diverse students and their families become settled into school life. It includes: ‘getting to know your community, communicate effectively, engage parents and carer, celebrate diversity, build connections and finally, counter racism and discrimination’ (2014)

 

 

This would be a usual and important document for teachers to use if they felt at all unsure of how to appropriately cater and ensure that all students in their class were being included. Carrington and Keefe (2007), explains that ‘in an inclusive classroom, teachers need to be flexible and learner- focused in contrast to content focused.. catering for the needs of culturally diverse learners”. Carrington and Keefe further explains, that not all teachers take on this model as they are afraid and do not want to be perceived as being incorrect, instead, teachers are encouraged to take risks and chances. Carrington and Keefe continues by explaining that most students, regardless of their background, want to be involved and it is the teachers responsibility to engage and interact with each student to ensure they are receiving a full round and rich education.

 

Carrington and Keefe’s article proves to send important messages to teachers in the way they cater for a culturally diverse classroom. Alongside this, the Kids Matter web document further supports this, providing teachers with valuable advice to take on board into the classroom.

 

 

Reference

 

Carrington, S & Keefe, M. Schools and Diversity, Chapter 2 – Classroom relationships, pedagogy and practice in the inclusive classroom. Pearson Education, Frenchs Forest NS. 

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The Feelings Song - YouTube

It's a song for children about feelings and emotions. This song was written and performed by A.J. Jenkins. Video by KidsTV123. Copyright 2013 A.J.Jenkins/Kid...
Persephone Moir's insight:

The song provided by Kids TV 123, is an excellent engaging and suitable resources for Early Stage 1 students exploring culture and interactions between peers.

 

The song explores the characteristics of emotions, an important element of students understanding of each other and an important concept for students to grasp as early on in life as possible. This directly links to the cultures strand in HSIE syllabus, in particular the characteristics, desires and abilities of students, through understanding how others are feeling. 

 

Brown and Dunn (1994) explain that “problems in ‘reading’ others feelings and intentions and in understanding the causes and consequences of feeling state, play a key role in contributing to difficulties in children’s relationships with peers” (p120). 

 

Through exploring emotions displayed in the video clip, students can be engaged in a class discussion on how or why they would be feeling this emotion in a certain circumstance. In doing this, students will be using their ‘emotional culture’, which is explained by Saarni and Harris (1989) as students preconceived ideas “set of beliefs, vocabulary, regulative norms and other ideational resources pertaining to emotion” ( p 322).

 

This activity would further link to the PDHPE Syllabus 

GDES1.9 Describes the characteristics that make them both similar to others and unique. This which would further explore diversity and difference in their classroom and how each other feel in certain situations. 

 

 

 

 

 

References

 

Brown, J & Dunn J. (1994) Affect Expression in the Family, Children’s Understanding of Others and their Interaction with others, Pennsylvania University, USA. Retrieved from http://www.jstor.org/discover/10.2307/23087911?uid=40567&uid=3737536&uid=2&uid=3&uid=40566&uid=67&uid=62&uid=5909656&sid=21103627792301

 

 

C, Saarni & P, Harris (1989) Children’s Understanding of Emotion, Cambridge, United States of America

Retrieved from http://books.google.com.au/books?hl=en&lr=&id=Iv43AAAAIAAJ&oi=fnd&pg=PA319&dq=link+between+emotions+and+culture&ots=wZJy5uqgIf&sig=gqoGEBBn8ajCL6gG0wE6ODaiTN4#v=onepage&q=link%20between%20emotions%20and%20culture&f=false 

 

NSW Board of Studies. (2006). Personal Development and Physical Education K-6 Syllabus. N.S.W: Board of Studies. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/6e4311c5-336e-44f8-8c39-e289d96597a8/k6_pdhpe_syl.pdf?MOD=AJPERES 

 

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How the Birds Got Their Colours by Pamela Lofts and Mary Albert - YouTube

Nola Allen from Better Beginnings reads a children's classic. How the Birds Got Their Colours is written by Pamela Lofts and told by Mary Albert, published b...
Persephone Moir's insight:

This is a video clip which provides a reading of the Aboriginal Dreamtime story “How the Birds got their Colours” told in conjunction with Pamela Lofts and Mary Albert. 

This book could be an appropriate introduction to Indigenous ideas for Early Stage 1, exploring through the Cultures strand, directly the characteristics of Indigenous cultures.

 

Before playing the video clip of the reading, it is important that the teacher provides particular information on the importance of the Dreamtime to the class.   The Australian Government (2008) explain that the Dreamtime stories "pass on important knowledge, cultural values and belief systems to later generations. Through song, dance, painting and storytelling which express the dreaming stories". 

The teacher should explain that this was an story told orally over many thousands of years and is put into a book for us all to enjoy and be able to understand today.

 

Ask students if they have ever had stories told by their grandparents. Explain that this is part of Aboriginal culture- sharing stories and ideas.  

 

Play the story to the class. Ask them to comment on the story- what did they think it meant? 

 

Throughout the discussion on the meaning of the story the teacher will be observing student participation in discussion and  being aware of the cultural connection of Indigenous people to the land.

This can be connected to outcome ENe-6B “recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language”

 

 

 

References

 

Australian Curriculum English K-10 (2010) Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/content/856/ 

 

Australian Government. (2008) "The Dreaming", made by Big Black Dog Communications. Retrieved from http://australia.gov.au/about-australia/australian-story/dreaming

 

Lofts, P. & Albert, M. (1983) How the Birds Got Their Colours,. Sydney Scholastic Press.

 

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World Vision Australia

World Vision Australia | Early Stage 1 - Characteristics, desires and abilities of students | Scoop.it
Persephone Moir's insight:

The photo kit ‘A Day in the Life of 5 children’, provided by World Vision, would be an appropriate and interactive source for Early Stage 1 students. It will raise students awareness of the lives of others, from around the world who are of a similar age to them. The web-link provides the teacher a basis for introducing this idea to students. This will allow students the ability to become aware of 5 students from – The Philippines, Gaza, Honduras, Mongolia and Zambia- all very diverse places, very different in many aspects to Australia.

 

The teacher will use the power point slides provided on this interactive site, and read out to the class the profile of each student. As this is being read, the various power point photos of the students will be shown. At the end of each students profile, the teacher will facilitate a discussion with the class. This will be modeled on - characteristics, desire and abilities of students. Such questions could be raised by the teacher and addressed to the class such as o What is your house made of? o Who do you live with ? o How far away is school from your house? o How do you get to school? o What do you do to help at home? o What do you eat? These questions will mean that the class can compare their lives to the lives of the other students.

 

By conducting an activity like this in your classroom, rather than noticing all the stark differences that the students have, students will be able to realise and acknowledge that there are also many aspects, they will have in common- such as going to school, living with families and playing games. As Curriculum Corporation (1999) explain the importance of “studying global issues gives students a grasp of the roles and societies and nations in the world and an understanding of ecological, economic, social and political interdependence… develop an appreciation of Australia’s place in the global community” (pg 7). Encouraging students to look globally and see how others lives in an important step in students seeing the world as a whole, rather than just accepting the world as they know it.

 

An assessment strategy for this activity would be observing students participation and ability to be able to contribute to class discussion in looking at their lives in comparison to the five children from around the world. This is seen in the Australian Curriculum outcome ENe-1A- “Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

 

References

Australian Curriculum English K-10 (2010) Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/content/856/  

 

Curriculum Corporation ( 1999) A statement on Studies of Society and Environment for Australian Schools, Quittner, K., & Sturak, K. Victoria Australia: Education Services Australia

 

 

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Tell Me Your Story - YouTube

A song for children encouraging friendship, reconciliation, cultural diversity and understanding. Recording, backing track, sheet music and lyrics available ...
Persephone Moir's insight:

The Song Library (www.songlibrary.net) provides engaging and age appropriate musical resources for teachers to use in their classrooms. The site provides different musical examples relating to a number of topics which allows for another outlet for students to enhance their understandings.

 

‘Tell me your Story’ is one example of the high quality and standard of their repertoire and it’s a peaceful, yet meaningful song, directly relating to the ES 1 Cultures strand in the NSW HSIE syllabus.

The song aims at encouraging students to share their stories- where they were born, their history and general information about themselves, relating to culture. Another objective of the song is it encourages students to be open about their background, yet also find connections as to what they have in common, and what is different and unique about themselves.  This song would be an appropriate way to discuss each child in the class background, and the teacher becoming more culturally aware of all the students in the class.

 

Students in ES1 will be able to follow along with the repetitive lyrics, which are posted along the video clip and after a few times of the video being played, the students will be able to sing along with it.  Burnard and Murphy (2013) explain that “music permeates childrens’ lives” (p 2) as we are constantly surrounded by music, whether its on the radio or using the internet, it is always around and therefore a very familiar concept to students. Therefore, by incorporating it into the classroom, the majority of students will act positively and be in engaged. 

 

Burnard and Murphy (2013) further explain that by incorporating the Creative Art strand of Music into the classroom allows students to be positive and alert learners as “children find immense pleasure in musical participation” (p 6) and thus will respond well to the lesson. They will then seek to find out more and be able to recite lyrics and musical tunes that have been taught to them.

 

The music outcome for ES1 learners that this activity would relate to would be MUES1.1 "Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concept". 

 

 

 

 

 

References

 

NSW Board of Studies. (2006). Creative Arts K-6 Syllabus. N.S.W: Board of Studies. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES 

 

Burnard, P & Murphy, R. (2013) Teaching Music Creatively. Routledge, New York.

 

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