National symbols
7 views | +0 today
Follow
Your new post is loading...
Your new post is loading...
Scooped by Frances West
Scoop.it!

Twelve Canoes

Twelve Canoes 

Frances West's insight:

Outcome CUS3.3

National symbols ( eg national anthem, flags, coat of arms, national culture represented by ballads songs and colours and significant sites (e.g. opera house, Uluru, the Snowy mountains scheme)

 

This site: Tells the story of the Yolngu people of the Arafura swamp of north-central Arnhem Land, in the Northern Territory. It provides 12 short videos, as well as pictures of art work giving a description of the piece and the artist as well as music. This helps bring together a picture of the Yolnug peoples past present and the challenges they face. 

 Learning experiences: There is far more on this site than symbols, I think this site is really useful for looking at the significance of a site. Students could look at all the environmental factors that have played a role and look at the where the site is today. Especially the significance that the Arafura swamp has played, from a historical, spiritual and cultural perspective. Understanding why it is a world Heritage-listed site. I think in small groups students could work on one of the 12 points that are on the site. Picking out the parts that are significant to the Yolnug people, bringing this together in a class discussion, sharing what they have learnt about their area with the other students. Each of these points covers a significant aspect of Aboriginal culture, for example creation, language, kinship and our ancestors. I think this will give a more whole understanding of Aboriginal life and the aspects that are significant. 

This could then be compared to a significant Aboriginal site near the school, with Aboriginal elders invited in to talk about significant aspects of their culture, especially things that are unique. Students could create a case study for this area and also another one, helping to show the rich and diverse nature of Aboriginal culture. 

I also think that the art work could be used for an activity, as it gives a description and a bit of detail about the artist. Students could compare some of these pieces and see if they could decide if there were anything that they could see reoccurring through them. 

There is also the possibility of then looking at a National perspective, the importance of preserving a site such as this, and even further globally.


References:

Twelve Canoes: retrieved 22.5.2014 from http://www.12canoes.com.au,

more...
No comment yet.
Scooped by Frances West
Scoop.it!

Student and teacher resources - GBRMPA

Student and teacher resources - GBRMPA | National symbols | Scoop.it
Frances West's insight:

This site: could be used for the globe perspective. It focus on The Great Barrier Reef, it is packed with information including eco systems, climate change and preservation. Showing how this is not just an Australia issue but a global one, it really identifies how the word is linked and the effect of our actions on the environment. Within each key point and issue raised there are links to several other websites giving more information on that topic. It has links to reports on the water quality and how extreme weather is having an effect.

 

There are several activities that could be undertaken for this topic as it is just so vast and there is so much information. I think one area that would be focussed on is climate change .“The Great Barrier Reef Outlook Report 2009 identified climate change as one of the greatest threats to the long-term health of the Great Barrier Reef.” ( Australian Government 2014) This not only looks at The Great Barrier Reef from a local perspective but also a global one. I think a case study for this would be great and give work that can be assessed, using both literacy skills and numeracy ones. with the scope to use graphs and charts to show data found on this. A case study could be done of not just the reef but also another environment that has been effected by climate change, comparing the two. This would show if the students have understood the link between climate change and the environment and also the effects globally we can have on significant sites like The Great Barrier Reef. A site which is globally known for its beauty and uniqueness.


References

Board of Studies New South Wales. (2006). Human Society & Its Environment K-6. Sydney, Australia. Board of Studies NSW.

Australian Government. retrieved 6 April:http://www.gbrmpa.gov.au/resources-and-publications/student-and-teacher-resources

more...
No comment yet.
Scooped by Frances West
Scoop.it!

National Museum of Australia - Home

National Museum of Australia - Home | National symbols | Scoop.it
We keep the stories of Australia's social history, our unique and distinctive land, nation and people through exhibitions, events, education resources, collections and research.
Frances West's insight:

Outcome: CUS3.3 

National symbols ( eg national anthem, flags, coat of arms, national culture represented by ballads songs and colours and significant sites (e.g. opera house, Uluru, the Snowy mountains scheme)


This site: The National Museum of Australia has a vast range of information not just about Australian history but also the people and the environment today. “ We explore the land, nation and people of Australia.” (National Museum Australia, 2014) There are many resources and activities that can be used for the teaching of HSIE.

 

Learning experiences: On this site is a section called Symbols in a suitcase,which looks at national symbols of Australia. “Nations use symbols to represent and celebrate their distinctive qualities to define and express national identity”. (National Museum Australia 2014) It has a box of 10 things which they believe to have significance to Australia, including vegemite, kangaroo and boomerang, it doesn't though just have to be restricted to these 10. An activity could include discussing what symbols students believe are missing from this box, or what there 10 most significant symbols would be. Assessing students understanding of this in stage 3 could be to get them to produce there own box and give a brief explanation of each of there objects. This could be then assessed  to see if they have reached the outcome. If they were to just focus on the main 10 then they could research into these further, finding out everything about that one item There could then be a small class discussion about which of the 10 would be the top symbol. 

 

These activities both have plenty of room for group work and class discussion. I think discussing in this way will allow students to share ideas that they might not have come up with. By doing this they will discuss and research national symbols including national anthem, flags, songs and significant sites, reaching the outcome.


National Museum Australia. Retrieved 26 March 2013 from. http://www.nma.gov.au/engage-learn/schools/classroom-resources/activities/symbols

Board of Studies New South Wales. (2006). Human Society & Its Environment K-6. Sydney, Australia. Board of Studies NSW.


more...
No comment yet.
Scooped by Frances West
Scoop.it!

AusFlag: Our Own Flag

Frances West's insight:

Outcome CUS3.3

National symbols ( eg national anthem, flags, coat of arms, national culture represented by ballads songs and colours and significant sites (e.g. opera house, Uluru, the Snowy mountains scheme)

 

This site; Tells the history of the flags of Australia,  and what the symbol on them represent. It does come with the viewpoint of trying to persuade the reader that the flag should be changed, which should  be kept in mind when using it made aware of when they are using it. It shows the other flags that Australia have, and the importance of the symbols on them. Giving points for and against changing the flag from what it is now.

 

Learning experiences: I think that this site has the potential for many classroom activities, especially group work. Students could work in groups to create new flags, giving the reasoning behind why they have chosen to put what they have on the flag. In stage three this could then be followed  by group debates on whether they should chose a new flag, or keep the existing one. This could bring up what is significant to Australians now, the importance of history and what symbols are significant enough to be represented. This could be followed by a written report, that could be in the form of a letter to the prime minister, informing him on why the flag should change or remain the same. This could be used as the assessment and also of literacy strategies, with the writing of this report, numeracy sills could be shown when deciding which flag to use.

This activity could be used to show the outcomes for understanding the importance of national symbols. Using the debate students will work on social skills “ It empowers them to in social relationships and in the process of making their world a better place.”(Hoepper. p137.) Through debate students can see that there argument can change people opinion.

 

References 

Board of Studies New South Wales. (2006). Human Society & Its Environment K-6. Sydney, Australia. Board of Studies NSW.

Gilbert, R. Hoepper, B. (2011). Teaching Society and Environment. Australia. Cengage Learning Australia

Ausflag. retrieved 5 April from: http://www.ausflag.com.au

more...
No comment yet.
Scooped by Frances West
Scoop.it!

The Opera House Project

Frances West's insight:

This Site: Is a section off the official Opera house website. It is a project that looks at Sydney opera house one of Australia’s most iconic buildings, its image being used around the world is instantly recognisable. This site is interactive allowing you to watch films about the history of this iconic building from different perspectives. With video clips showing the whole story of its construction, architecture and engineering. Showing its indigenous and world heritage perspectives  as well as a history of the harbour. The way that the time line is broken down into different clips really goes into detail about what has happened from. From the first recorded performance in 1830 to the present day, and all that has gone along in-between. 

 

Learning experiences: There are several activities that could go along with this, firstly I think that each child in the class could be given a section of The Opera Houses history to depict in picture with a couple of sentences about it. Resulting in the whole class having a timeline, the interactiveness of the site is really useful. After this i think it would be really good excursion to visit The Opera House if this was appropriate. There are several teachers work activities on this website too that could be useful, http://www.sydneyoperahouse.com/visit/education/teachers_resources.aspx. This site gives teachers stage specific on activities that could be done for discover Australian places, linking it with excursions the the Opera House, which are useful. Keeping in the theme of the Opera house an after trip activity of a play followed by a small write up could be used to asses students understanding of its history and role as a significant Australian symbol.This could be used not only to asses understanding of outcome but also use literacy skills.


References 

Board of Studies New South Wales. (2006). Human Society & Its Environment K-6. Sydney, Australia. Board of Studies NSW.

Sydney Opera House: retrieved 7 April fromhttp://www.sydneyoperahouse.com/visit/education/teachers_resources.aspx.

more...
No comment yet.