Resource Assignment (211314106)
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Resource Assignment (211314106)
These are my 7 resources for ECL210.
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Resource 1: Civics and Citizenship

Resource 1: Civics and Citizenship | Resource Assignment (211314106) | Scoop.it

'Welcome to the Shrine Program' Shrine of Remembrance Melbourne (Place to Visit/Human Resource).

 

Question 1: What students could learn from this resource?

 

VELS Civics & Citizenship Level 3

The learning focus statement from VELS (2009) portrays that “students learn about some key events which contributed to the development of the Australian nation. They explore symbols and celebrations of Australia’s and Victoria’s past and present… they consider the meaning and values that are reflected in these celebrations.”

 

Question 2: How and why this resource would be used in the classroom?


I would use this resource as a conclusion to teaching the students about the important events in Australia’s past and how we celebrate and remember them.
Before going on this excursion, the class would know that we use the ‘Shrine of Remembrance’ as a place to remember the people who fought in the war for this country.
From this excursion the students would be able to see how this place is used as a way to remember the past and also the symbols we use to do this. As stated on the website, the students are able to make their own poppy and place it on the Shrine. Here they would be able to learn how to display their respect in a way that is creative and understandable.
After the excursion, we would get the students to reflect on their journey to the Shrine and the reasons why we went there.

 

Question 3: How the resource responds to an aspect of the reading for that week?


Ron Anderson (2008) states that “rather than encourage students to think for themselves, Civics and Citizenship education imposes deliberately or unintentionally, sets of values”. In my opinion, I completely disagree with Anderson and his idea that we are creating set values for our students. Looking at the resource I have used, I feel it gives students an opportunity to learn about Australia’s past and learn to respect and remember the people who fought and died for this country. It teaches them positive values about the country they live in and certainly does not force them into having to value anything in a particular way. It’s a crucial part of the Australian curriculum and should be positively reinforced into all students.

 

[Untitled photograph of the Shrine of Remembrance]. Retrieved April 7, 2012, from: http://www.shrine.org.au/education/programs/welcome-to-the-shrine.

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Resource 3: Living in Australia

Resource 3: Living in Australia | Resource Assignment (211314106) | Scoop.it

‘Australian States, Territories and Capitals Map Quiz’ (On-line website activity).

 

Question 1: What students could learn from this resource?

 

VELS Humanities Level 2

The learning focus statement from VELS (2009) describes that “students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations. With guidance, they recognise and point to their street, town or city and state on an appropriate map.”

 

Question 2: How and why this resource would be used in the classroom?


I would use this resource after I had completed teaching the different states, territories and capital cities in Australia.
It could be used in two different ways. The first would be as a fun activity for the students to do. They would be able to go onto the computers and complete the game to see if they know where all of these places are. If the students were to get some wrong, they could always have a few more goes to try and improve their score.
The second would be as an assessment tool for myself. I could get every student to do the activity as a way to see if they have learnt where all the capital cities and states are in Australia.
After this resource has been used, the next lesson would focus on teaching the students about each city and its particular features.

 

Question 3: How the resource responds to an aspect of the reading for that week?


Cornbleth (2002) states that “research into what young people already know about their country and their place… is relatively scarce” (cited in Gill & Howard 2009).
From this statement, the chosen resource signifies how important it is for today’s students to have a strong understanding of the country and places they live in. Students need to be able to recognise the states and capital cities in their country. As a result, it may reflect back positively on their overall knowledge of Australia.
This website activity gives students in today’s generation the ability to learn all the different places in Australia, which is fun, easy and interactive.

 

Imaged evident were print screened on the computer from: http://www.ilike2learn.com/ilike2learn/Australia/Australia.html. Retrieved April 29, 2012.

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Resource 5: Asian Perspectives

Resource 5: Asian Perspectives | Resource Assignment (211314106) | Scoop.it

'Make an old-fashioned Chinese peasant hat' (Craft Activity).

 

Question 1: What students could learn from this resource?

 

VELS Humanities Level 3

The learning focus statement from VELS (2009) states that students “examine the histories of the cultural groups in their classroom, community and nation”.

 

Question 2: How and why this resource would be used in the classroom?


I would use this craft activity as a way to introduce the class to the history behind a different cultural group.
They would be investigating the Chinese community and items that were used in China’s history. After the students explored the different objects used by the Chinese community in their history, they would be able to create these peasant hats.
The hats would represent and enable the students to learn about different ways of life and how the Chinese community used different objects to what we may have used.
In the next lesson, the students would continue learning about the Chinese community and the types of foods that they like to eat.

 

Question 3: How the resource responds to an aspect of the reading for that week?


The Asia Education Foundation created the ‘National Asian Languages and Studies in Schools program’ in 2008 which was directed to studying the cultures of China, Indonesia, Japan and Korea in Australian schools. Welch (2011) states “an understanding of Asia underpins the capacity of Australian students to be active… and informed citizens working together to build harmonious local, regional and global communities, and build Australia's social, intellectual and creative capital”.
This resource chosen is upholding this program in that my classroom would be focusing on Asian countries and the different aspects of their lives. They understand the Asian perspective of life by creating different types of items that are so commonly used in Asian communities every day. In future, my students would have a stronger grasp of Asian perspectives and may be able to work together “to build harmonious… global communities” (Welch).

 

[Untitled photograph of a child wearing an old-fashioned Chinese Peasant Hat]. Retrieved May 10, 2012, from: http://www.activityvillage.co.uk/make_a_chinese_peasant_hat.htm.

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Resource 7: Global Education

Resource 7: Global Education | Resource Assignment (211314106) | Scoop.it

'Whoever You Are' by Mem Fox (Picture Book).

 

Question 1: What students could learn from this resource?

 

VELS Humanities Level 1

The learning focus statement from VELS (2009) states that “through reading and listening to narratives… by seeing and hearing about other places outside their experience they begin to consider how and why other times and places are different from their own”.

 

Question 2: How and why this resource would be used in the classroom?


I would use this picture book as an introduction into the idea of global education or multiculturalism.
Once the story was read to the students I would then create a series of activities that teach the children about how everyone is different even though we are all humans.
Firstly, I would begin with how everyone speaks a different language. It would teach the students to understand that even though people may talk in different ways, we are all still the same on the inside.
I would create a PowerPoint that had different ways to say ‘hello’ and ‘goodbye’ and the countries they come from.
Then the students would colour in pre-printed words from the slide show. A large picture of the world would be placed up onto the classroom wall and the students would have to stick their word to the correct country that speaks those words.
Following this lesson, we could start exploring the different ways cultures celebrate throughout the world.

 

Question 3: How the resource responds to an aspect of the readings for that week?


Yirara College (cited in Tudball & Stirling 2011, p. 20) explains that “global education can develop students’ respect for other cultures, and their ability to look in depth at other people’s lives”. The resource chosen definitely enables the reader to develop knowledge about other cultures in the world apart from their own. It helps them to build on their understanding that they may live in a different place or eat different foods, but at the end of the day they are still the same on the inside.

 

Images were taken by host.

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Resource 2: Living with others locally (Who are the people in my neighbourhood?)

Resource 2: Living with others locally (Who are the people in my neighbourhood?) | Resource Assignment (211314106) | Scoop.it

'My Neighbourhood Song' by Barney (YouTube Video).

 

Question 1: What students could learn from this resource?

 

VELS Humanities Level 2

The learning focus statement from VELS (2009) states that “through observation, they investigate and describe elements of the natural and built environments in their local area… begin to understand the geography of their local areas”.

 

Question 2: How and why this resource would be used in the classroom?


I would use this YouTube video as an introduction to the topic of living locally and what’s in your neighbourhood.
Once the students viewed the video I would introduce the different types of buildings and areas that are located in their neighbourhood. I may do this through a PowerPoint showing different images of what a post office or library may look like.
They may be able to link images of buildings they saw in the video to the ones I display for them on the PowerPoint. Following this, a worksheet could be created with different places in the neighbourhood and requires the children to colour them in. The places that are on the worksheet would relate back to the ones seen in the video.
In the next lesson we would go on an excursion into our local neighbourhood to explore this in further detail.

 

Question 3: How the resource responds to an aspect of the readings for that week?


Morris (2010) states that “children need to experience the natural world to develop their sense and gain new understandings and skills”. All schools should enable their students to learn about their neighbourhood and understand what types of areas we live in and near, to establish new skills and knowledge. If we deprive them of this, negative consequences like lack of understanding of their neighbourhood may occur. Providing them with resources such as this Youtube video, helps the teaching process for understanding their environment and neighbourhood begin.

 

Images evident were print screened on the computer from: http://www.youtube.com/watch?v=V0CFTe3vHrc>>. Retrieved April 15, 2012.

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Resource 4: Indigenous Perspectives

Resource 4: Indigenous Perspectives | Resource Assignment (211314106) | Scoop.it

'Until The Fire Is Out' by Aunty Wendy's Mob (Song)

 

Question 1: What could students learn from this resource?

 

VELS Humanities Level 2.

The learning focus statement from VELS (2009) states that one must “begin to grasp the role and important of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities”.

 

Question 2: How and why this resource would be used in the classroom?


I would use this resource just after I introduced the topic of the Aboriginal and Torres Strait Islander communities.
The song would be used as a basis of the students learning and multiple activities would be created that worked around the song.
From the different elements of the song, each day different ideas such as how they live, what foods they eat and activities they enjoy would be used as the basis of the lesson.
The song could be sung at the beginning of every lesson and then a topic would be selected. First the students would learn about what types of food these communities eat.
They could be given a worksheet that has pictures of foods that the student likes to eat and foods that the Aboriginal community like to eat. The children would have to colour and paste them into the right tables.
Following this lesson, the students would then expand on different activities that the Aboriginal community like to do.

 

Question 3: How the resource responds to an aspect of the readings for that week?


The Commonwealth and Territory ministers for education announced five national goals for learning in the 21st century as a way to make schooling “socially just” (Price, 2008). As stated in Price (2008), one of the goals is to make sure “all students understand and acknowledge the value of Aboriginal and Torres Strait Islander cultures to Australian society”. I believe that through this song, students are able to comprehend this culture in a way that they can understand. It gives them a chance to acknowledge how some Australians live their lives differently to the majority.

 

Notely, W. (Lyric Creator). (1995). Retrieved April 22, 2012, from: http://www.auntywendysmob.com/fireisout.html.

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Resource 6: Sustainability

Resource 6: Sustainability | Resource Assignment (211314106) | Scoop.it

'Litterbug' by HEISTDEVICE (iPhone or iPad application).

 

Question 1: What students could learn from this resource?

 

VELS Humanities Level 1.

The learning focus statement from VELS (2009) states that “participating in activities such as… recycling, they develop their awareness of environmental issues”.

 

Question 2:

How and why this resource would be used in the classroom?


I would use this resource as a way to continue on with my teaching about the ideas of sustainability. I would introduce the topic of recycling and how it is important to recycle to maintain a sustainable environment.
The resource would enable the students to understand why we recycle particular objects. They will be able to pick and choose which items of waste go into the recycle bin and which goes into the rubbish bin.
Once the iTunes app was used, I would then cut out pictures of all different types of waste. Each student would have to go through them and decided which bin they go in. I would have two bins that say ‘RECYCLE’ and ‘RUBBISH’.
Following this lesson, I would then introduce the idea of water saving and water management to continue on with the idea of creating a sustainable environment.

 

Question 3: How the resource responds to an aspect of the reading for that week?


In reference to Cutter-Mackenzie (2011) he responds negatively to the ideas of “children as catalysts for sustainable change’. He believes that “children are not going to grow into the adults who will be able to solve the world’s problems.” He is trying to say that children do not understand half of the complicated factors that contribute to environmental damage. They only understand “problems they are engaged with and ready to consider solutions for”.
In my opinion with reference to my chosen resource, I understand that we should not pressure our students into understanding all the complicated factors of the environment. However, we can make a different in teaching the students that acting in a way that is positive to sustainable change, may influence more change in the future.
Students don’t need to understand “the complicated factors that contribute to environmental damage” (Cutter-Mackenzie, 2011). By teaching them about simple and easy ways to promote a good environment, may help them enjoy saving our environment in the long run.

 

[Untitled photographs of Litterug! logo and snapshots of game]. Retrieved May 20, 2012, from: http://itunes.apple.com/us/app/litterbug!/id355482981?mt=8.

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Reference List

Activity Village, 2000, ‘Make an Old-Fashioned Chinese Peasant Hat’, retrieved May 10 2012, <http://www.activityvillage.co.uk/make_a_chinese_peasant_hat.htm>.

 

Anderson, R 2008, ‘Civics and Citizenship Education: why is Civics and Citizenship Education unpopular among teachers?’, Ethos: the journal of the Victorian Association of Social Studies Teachers, no. Term 2, pp. 19-23.

 

Barney - My Neighbourhood Song 2010, YouTube, barneynbj, 10 October, retrieved 15 April 2012, < http://www.youtube.com/watch?v=V0CFTe3vHrc&amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;gt;&gt;.

 

Cutter-Mackenzie, A 2011, ‘Teaching for environmental sustainability’, Teaching Society and Environment, South Melbourne, pp. 348-363.

 

Fox, M 1997, Whoever you are, Harcourt Inc, San Diego.

 

GetStarted, 2011, ‘Welcome to the Shrine Program’, retrieved April 7 2012,

 <http://www.shrine.org.au/education/programs/welcome-to-the-shrine>.

 

Gill, J, Howard, S 2009, ‘Gaps in the record: Working with curriculum and young people’s imagined Australia’s’, Knowing our Place: Children talking about power, identity and citizenship, Camberwell, ACER Press, pp. 127-142).

 

HEISTDEVICE, 2010, ‘Litterbug!’, retrieved 20 May 2012,<http://itunes.apple.com/us/app/litterbug!/id355482981?mt=8&gt;.

 

Ilike2learn, 2007, ‘Australia States, Territories and Capitals Map Quiz’, retrieved April 29 2012, < http://www.ilike2learn.com/ilike2learn/Australia/Australia.html>.

 

Morris, G 2010, ‘Messing about in the environment – the foundations of living geography?’, Primary geographer, vol. 95, no. 3, pp. 28-29.

 

Notely, W 2010, ‘Until the fire is out’, retrieved 22 April 2012,
< http://www.auntywendysmob.com/fireisout.html>.

 

Price, K 2008, ‘Aboriginal Studies and Torres Strait Islander Studies’, Studies of Society and Environment: Exploring the teaching possibilities, Frenchs Forest, Pearson Education Australia, pp. 362-387.

 

Tudball, L, Stirling L 2011, ‘Making it happen: ideas into action’, Bright sparks leading lights: snapshots of global education in Australia 2011, Social Educators’ Association of Australia, Melbourne, Australia, pp. 17-22.

 

Victorian Essential Learning Standards 2009, 'The Humanities', retrieved 6 May 2012, <http://vels.vcaa.vic.edu.au/vels/humanities.html>.

 

Victorian Essential Learning Standards 2009, 'Civics and Citizenship', retirved 1 May 2012, <http://vels.vcaa.vic.edu.au/vels/civics.html>.

 

Welch, M 2011, ‘Supporting the Asia cross-curriculum priority in the Australian curriculum’, Primary and middle years educator, vol. 9, no. 1, pp. 19-23.

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