HSIE- Roles, Rights and Responsibilities (Early Stage 1)
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Creating Classroom Routines & Procedures | Scholastic.com

Creating Classroom Routines & Procedures | Scholastic.com | HSIE- Roles, Rights and Responsibilities (Early Stage 1) | Scoop.it
Tony Kim's insight:

This website is an excellent resource website for teachers and most resources align with the topic classroom routines and procedures. This website is developed by Scholastic company and it provides with variety of classroom resources, tools, strategies, ideas and student activities.

Above link is a direct link to ‘Creating classroom routine and procedures’ and it contains videos (Slideshow) about activities teachers can do to teach students about classroom routines throughout the day. This is a very useful website for new or preservice teachers. 

 

A teaching idea: 

Teachers can adapt ideas from this website as most of ideas are age appropriate and suitable for Early Stage 1 students. According Greenberg (2000), “ Children grow socially and emotionally through soothing, satisfying classroom routines.” (Greenberg, 2000, p. 53). 

 

-Display daily routines (time table) for the class. 

-Taking attendance 

-Setting up rules and 

-assign students for classroom helper role 

 

Numeracy link:

By displaying class schedule (time table) it will allow students to beware of time. This part is closely linked to Mathematics outcome MES1.5 (Sequences events and uses everyday language to describe the duration of activities). 

 

Reference: 

1. Board of Studies NSW. (2002). Mathematics K-6 syllabus. Sydney: Author.

2. Greenberg, P. (2000). The value of classroom rituals and routines. Scholastic Early Childhood Today, 15(1), 52-59.

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rightsforeverychild.pdf

Tony Kim's insight:

This PDF available on the UNICEF website is a great resource for teaching the rights of children. 

This PDF highlights the rights for every child as it is stated by the UN convention. Many of the images used in this document are children friendly images and these images are really useful resource for Early Stage 1 teachers. This document can be used to incorporate the global perspective. 

 

A teaching idea:

Hunt (2012) stated that “Global learning enhances pupils’ awareness and interactions with diversity and tends to support mutual respect and responsibility towards others.” (Hunt, 2012, p. 11). Images from this document portrays different aspects of rights of children and these images also portray children from various backgrounds thus, using these images will help students to have awareness that every child has the equal rights. 

 

The teacher can go through articles using these images. It is very important to go through difficult terms and vocabulary to children. In this way students can grasp the idea of rights and  it would be good to emphasise the article 28, 29, 31 as these articles focus on children’s rights to education and play. This topic (Education and play) would be considered as most appropriate to discuss with Early Stage 1 students. After going through these articles with children, assign one point/article to students (e.g. All children have the right to relax and play, and to join a wide range of activities. Article 31) and ask students to draw a poster to represent the point. 

 

Assessment idea: 

Students will present the poster to the class and other students will give feedbacks about the poster (appreciating process) (students can comment on the use of variety of colour, use of tools (crayon, pastel, textar) 

 

 

Reference:

Hunt, F. (2012) Global learning in primary schools in England: Practices and Impacts. DERC Research Paper no 9. London: Institute of Education.

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Picture book "Know and Follow Rules" YouTube

Tony Kim's insight:

 This is a Youtube video reading of a picture book called ‘Know and Follow Rules’ by Cheri J. Meiners and illustrated by Meredith Johnson. ‘Know and Follow Rules’ is a picture book about school rules. This book is ideal for Early Stage 1 students when introducing rules in school.

This resource can be used to focus on the roles and responsibilities part of SSES1 outcome.  

 

A teaching idea:

After watching the video (or reading the picture book) with the class:

1.Discuss with students why we need to follow rules and what is the consequences of not following the rules. 

2.Discuss with students why we need to have rules (e.g. to stay safe) 

3.Develop classroom rules with students (Ask students to contribute ideas and reflect the values of being safe, respectful in the classroom rules)

4.Make a classroom job list or chore list (assign students with different roles-Table monitor, floor monitor, chair monitor, light person, art assistant, messages, weather and time person and gardener.)

 

Literacy link:

This resource is an example of digital text and can be used by students by themselves. During literacy circle session students can listen to this reading of the book from the link. As Winch (2010) highlighted that “digital texts provide opportunities for interaction and enjoyment” (Winch, 2010, p. 125). This could also assist students with EAL/D background as some students are still developing reading skills and by listening to a digital text they will learn the enjoyment of reading books and pronunciations as well. 

 

 Reference:

Winch, G. (2010). Literacy : reading, writing and children's literature. South Melbourne, Vic. New York: Oxford University Press.

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Chores Flash Cards, pictures, game cards, bingo cards and other printables

Tony Kim's insight:

This is a great website which contains many activity resources. (e.g. flash cards, word search, crossword, board game and bingo boards) on this link, it is mainly on topic ‘chores’. 

 

A teaching idea:

Using the flash cards of different chores can be used to discuss and share roles and responsibilities at home and at school. The teacher can ask questions what sort of chores students do at home a(e.g. Does anyone help their mum or dad cleaning the house/washing dishes/watering plants? ) 

 

Hand out goal cards to students and then students will be asked to write three roles or responsibilities they would do it at home, three they will do it at school. Students will discuss their achievements during their news time. 

 

Literacy link: 

Bingo game-

Students can play a bingo game about chores at home. Through this game students can actively engage in the activity. Coco et al. (2001) indicated that “when students actively participate in teaching/learning situations they are more likely to engage in cognitive processes that promote deep learning.” (Coco et al., 2001, p. 492) and students would grasp new vocabulary about chores through playing the bingo game. 

 

Writing task- 

Using mini whiteboards,students can construct a short sentence about chores they do at home. Flash cards can be used as stimuli for their writing task. It is important guide/model students to write a full sentence using necessary punctuations (capital letters and full stops). This task is closely linked to English outcome WES1.9 (Engages in writing texts with the intention of conveying an idea or message.) and WES1.10 (Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.) 

 

Reference: 

 

1. Coco, A., Woodward, I., Shaw, K., Cody, A., Lupton, G., & Peake, A. (2001). Bingo for beginners: A game strategy for facilitating active learning. Teaching Sociology, 29(4), 492-503. 

2. Board of Studies NSW. (2007). English K-6 syllabus. Sydney: Author.

 

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Aboriginal/Torres Strait Islander perspective- GECKOS

Aboriginal/Torres Strait Islander perspective- GECKOS | HSIE- Roles, Rights and Responsibilities (Early Stage 1) | Scoop.it
Tony Kim's insight:

This is an excellent resource website developed by Aboriginal Education K-12 Team of the Catholic Education Office of Western Australia. The Growing Enriched Cultural Knowledge in Our Schools  (GECKOS) website is committed to provide teachers with lesson ideas, activities and resources to  aid them in embedding Aboriginal perspectives in school curriculum. This website is very handy for teachers and it is very easy to browse and navigate the website within various topics. 

 

A teaching idea: 

The above link is a direct link to the topic called ‘family’ which provides a series of links and lesson ideas regarding the topic ‘family’ and this topic is closely linked to the outcome SSES1 where students are required to identify their own rights, roles and responsibilities at home. 

 

On this website there is a list of picture books that feature the topic families in the stories. A classroom teacher can borrow books from the list and display in their classroom bookshelf and encourage students to read these books. As it is suggested by the GECKOS, teachers could show the videos from the websites listed on this page and after that students can list the specific roles of each of the family members from the video or students can discuss the similarities and differences in relation to the family in both traditional and contemporary Aboriginal lifestyles. Taylor (2012) stated that “young students begin with a largely egocentric view of their world, the people within it and the events they witness or take part in.” (Taylor, 2012, p. 202) and emphasised that when teaching perspectives to foundation students, perspectives should be introduced in terms of similarity and difference (Taylor, 2012, p. 203). 

 

It is also important to acknowledge the people and place where the photos and videos were taken from.

 

Reference: 

 

Taylor, T. (2012). Place and time : explorations in teaching geography and history. Frenchs Forest, N.S.W: Pearson Australia.


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