ajs
892 views | +0 today
Follow
ajs
ajs
Curated by Ashlee Smith
Your new post is loading...
Your new post is loading...
Scooped by Ashlee Smith
Scoop.it!

‘Factual webpage and related interactive games regarding citizenship in Australia’

‘Factual webpage and related interactive games regarding citizenship in Australia’ | ajs | Scoop.it

1.What could students learn from this resource? (VELS)

 

By the completion of these interactive games, by students, which relate to Australian Citizenship, students should be able to be able to understand the world in which they live in, the national celebration of key events, as well as the key values, rights and responsibilities that are a part of the Australian culture.

 

2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

This resource would be used in the concluding lesson of the Civics and citizenship topic, meaning that the students would have basic prior knowledge of the values, beliefs and rights Australia promotes. To start this lesson I would get my students to sit on the floor in front of the interactive whiteboard and then randomly choose one of them to read the overview of Civics and Citizenship on the board, from the government website, which summarises what they have learnt throughout this topic. After this, one interactive activity will be opened on the whiteboard and each student will take it in turn to stand up and select what they believe is the correct answer and then we as a class would discuss why or why not that is the correct answer. This activity is a fun, yet educational based way to end a topic, which would hopefully leave the students with satisfaction that they are now able to understand the basics of this topic and can therefore implement this into everyday life situations.

 

 

3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

The article which is written by Tudball, a part of this week’s readings, directly relates to my resource chosen: government website and interactive activities relating to civics and citizenship, as it portrays the importance of students developing and obtaining skills and values that allow them to be informed and active citizens in time. Tudball also states that it is imperative for children to understand the importance of values and the values themself that underpin “our pluralistic and multicultural society” such as respect, rights and responsibility.

 

Image- screen shot available at:
http://www.ricgroup.com.au/catalogue/australian-aboriginal-culture

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

"I Still Call Australia Home" QANTAS television advertisement 2009

"I Still Call Australia Home" QANTAS television advertisement 2009 | ajs | Scoop.it

Clip accessed at: http://www.youtube.com/watch?v=ze6D-59bLX0

 

 

1.What could students learn from this resource? (VELS)

 

Students will begin to understand the significance of the various cultural groups that they may not be used to, that come together to form the Australian community: Aboriginal and Torres Straight Islander communities.


2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

As a part of the ‘Living in Australia’ topic I would use this YouTube clip as the beginning of my explanation that the Aborigines were the first people to live on our land, Australia, which would in turn relate to the ‘Indigenous perspectives’ topic. The students would then be asked to view the clip while keeping in mind the questions I will be asking after: after watching this clip, who do you think were the original land owners of Australia? What Australian land marks are present in this? What is the meaning behind this video? After the video these questions would be asked, prompting further discussion of the topic. Students of this age may be unaware of where Aboriginals live now and this clip will be able to explain that they still live here by the lyric “I still call Australia home.” To follow up this clip, students will be asked to identify the specific locations on a map of where the majority of the Aboriginal population in Australia is situated.


3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

I believe the YouTube video that I have chosen as my resource for ‘Living in Australia’ captures the importance of recognising the original custodians of Australia as well as significant landmarks in Australia. This YouTube clip portrays that Aboriginals are a large part of our countries history and need to be acknowledged as they still call Australia home. Cousins (2006) states that prior to 1967 the countries original inhabitants were not even counted as citizens. In current time this statement would dazzle anyone, depicting the importance that children these days need to be aware of our countries history and how it has become what it is today. Students also need to be aware that Australia was an empty continent before it was founded as this is a crucial part of Australian history.

 

Image available at: http://theinspirationroom.com/daily/commercials/2009/8/qantas-i-still-call-australia-home-choirs.jpg

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

The Little Refugee- By Anh Do (Children's Text)

The Little Refugee- By Anh Do (Children's Text) | ajs | Scoop.it

1.What could students learn from this resource? (VELS)

 

Students will identify the range of groups to which they, their family members as well as their class belong. Students will begin to think about environmental differences by observing the characteristics of different places. The differences and similarities between individuals and groups will become clear, such as their language and cultural groups, which come together to make up certain nations.


2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

This picture book will be able to express to students the privations and immigration process for Asian citizens. This concept is hard to grasp for older students, let alone students in grade 2, therefore it is a must that the story is read at a slow pace while the teacher frequently asks relating questions throughout, and making sure that no student is being left behind confused. To implement this, I would ask my students to sit on the floor while we read through the story together, and make a point to them to absorb the meaning of the pictures, as it will help them in beginning the thought process associated with the concepts played upon in this story. Also, as a part of this, the students and I would reflect on how the Asian perspective of living differs to ours in Australia and aid in the realising of how lucky they are to live in a safe environment with food security.


3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

Welch(2009) states that “students develop intercultural understanding as they learn to understand themselves in relation to others” and that “students learn to respect and appreciate their own cultures and beliefs and those of others, and to engage with people of diverse cultures in ways that recognise differences and create connections between people.” These statements relate to my resource as the picture books provides students with a deeper understanding on Asian perspectives and the hardships of migration and will aid them in developing empathy and promote values such as harmony and acceptance. 

Image available at: http://www.allenandunwin.com/BookCovers/resized_9781742378329_224_297_FitSquare.jpg

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

iPad App- Cultures and Customs

iPad App- Cultures and Customs | ajs | Scoop.it

1.What could students learn from this resource? (VELS)

 

Students will begin to recognise the globe as a model representation of Earth and be able to locate Australia in relation to other countries around the world. By observing characteristics of different places around the world, students will begin to consider how and why other places are different from their own, in many ways.


2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

This iPad app would be used in a lesson as a part of the Global Education unit. Students would sit on the floor facing the world map, one at a time I would ask a sudent to come up and point to countries on the map and say the name of them to the class. After looking at the world map I would then give one iPad between two and instruct them to open the ‘customs and cultures’ app which would aid them in learning about the similarities and differences of Australia and different countries in regards to everyday life, rules, regulations and values. This app allows you to select any country in the world to find out facts about, whether it is how many people are in an average family etc. This exercise would promote the understanding that the world is a very diverse place and the ways each country differs from another.

 

3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

Muller (2006) states that “culturally literate person should be capable of analysing the attributes of their own culture” and the iPad app which I would use in my teaching lesson evidently pronounces the attributes of Australia, as well as the attributes of other countries around the world clearly to students. The use of an interactive resource would excite students to learn more, sequentially allowing them to understand customs and cultures on a global basis, becoming “globally engaged citizens” (Muller, 2006).

 

Image available at: http://iflynonstop.com/wp-content/uploads/2010/04/World-Customs-App-584x427.jpg

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

Excursion to Kew Traffic School

Excursion to Kew Traffic School | ajs | Scoop.it

1.What could students learn from this resource? (VELS)

 

Through experimentation, practice and play, students will learn to give and follow simple directions, such as what task they need to complete, as well as be able to understand the specific meaning of particular road signs and why road rules are needed. Students will explore their responsibilities and rights in the classroom, the school playground and local recreational areas and will hopefully draw from this experience and in turn be able to understand the world around them.


2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

As a part of the living locally topic, I would take my class on an excursion to a local child ‘Traffic School’ in order to promote the awareness and road safety amongst them, and instill in them that they need to be attentive and implement the skills obtained into their relationship with their local community, for example if they were going to go on a bike ride around their suburb with family members. It is extremely significant for children of that age to be able to understand how to cross a road safely, and basic traffic knowledge, and the implications that could result from not obeying these set rules. For example, students will learn the meaning of a red, yellow and green on traffic lights as well as particular signs that are witnessed on a daily basis. This excursion provides a range of educational and recreational skills which adds to the students bank of knowledge as a result of a fun, interactive, hands on activity, getting them to experience ‘living locally’ first hand in a safe environment.


3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

Rudner (2010) states that there has been a significant decline in the amount of children that participate in physical activity as well as the extent of children having outdoor unsupervised activity. The excursion which I have chosen as a resource for ‘Living Locally’ is a great way to provide students with the understanding of road rules and what they need to do to stay safe. She also states that "educators must manage changing perceptions of risk involved in events on the boundaries of school’s responsibilities, such as arrangements surrounding school pick-up and drop-off, and the age and geographical boundaries of care for children who walk or cycle to and from school on their own." The completion of this excursion would instil trust in parents that their children are aware of these rules and therefore minimising the stress they have in regards to traffic accidents, in turn allowing them to have less supervision if they were to ride to school with friends. 

 

Image available at: http://www.latrobe.vic.gov.au/WebFiles/Council%20Services/Traffic%20School/Crossing.jpg

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

‘Completion of work sheets about Aboriginal Culture’

‘Completion of work sheets about Aboriginal Culture’ | ajs | Scoop.it

 

1.What could students learn from this resource? (VELS)

 

They begin to grasp the role and importance of the various cultural groups that make up the Australian community, including Aboriginal and Torres Strait Islander communities. These activities may prompt students to explore what their local area may have looked like before European settlement and allow them to appreciate the many similarities and differences between individuals and groups, including language, cultural and religious groups that make up the Australian nation.


2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

This resource would be used as a part of the Indigenous perspectives unit. Students would have undertaken previous classes about Indigenous people and their way of life and how it differs from their own. In this specific lesson, I would talk about the physical differences between Indigenous Australians in current day compared to several years ago and the ways in which they have changed over the years in means of equipment and technology. Students would be then asked to complete several worksheets based on what they have just learnt. After the completion of these work sheets, I would get the students to sit in a circle for reflection time, one at a time saying what they had learnt about Indigenous perspectives in this lesson. This lesson would provide students with a solid understanding on how the progression of technology and equipment has affected the lives of Aboriginals over time.


3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

The resource I have chosen is a great activity to complete after learning the differences between the lives of Aboriginals these days compared to the past due to changing technology and equipment. Inglis-Gillespie states that throughout the completion of this unit, students will discover the impact that colonisation has had on Indigenous Australians and the many ways in which their everyday lives have changed. Learning about Indigenous Australians is crucial for the understanding of Australian history.

 

Image- screen shot available at:
http://www.ricgroup.com.au/catalogue/australian-aboriginal-culture

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

'The Lorax' - Children's movie

'The Lorax' - Children's movie | ajs | Scoop.it

1.What could students learn from this resource? (VELS)

 

This movie will prompt students to explore the reasons in which natural factors and human activities can affect their lives and the environment around them. They will begin to understand how local resources are used to make products which meet local people’s needs. This movie aims to promote participating in activities such as saving energy and water, recycling, which will in turn advance their current awareness of environmental issues.


2. How and why the resource would be used in the classroom for HSE learning (Prep – Year 2)

 

‘The Lorax’ is a great movie for children as it is a great introduction into exploring the implications of not being sustainable, human impact, and land clearing has on the environment. This movie would be the first lesson of the sustainability unit as it would be able to provide a brief understanding of sustainability in a fun way for children to understand: watching a movie. After discussion with their teacher (me), the metaphor in this movie should become clear to them: the setting is representation of the Earth and that the way we impact the environment has an immense effect on the wild life who don’t have a voice. Discussion and the realisation of the importance of sustainability should prompt students to think about how certain actions are demolishing the environment and the ways in which this can be resolved. The follow up lesson would involve taking a further look into the ways in which they can be sustainable and protect the environment from harms way.


3. A brief description of how your resource/activity responds to an aspect or aspects of the readings for that week.

 

Making students aware of sustainability leads them to understand what they need to do on behalf of themselves to have a positive effect on the environment surrounding them. ‘The Lorax’ displays sustainability in a way which is comprehensible to children, leaving them with a basic understanding of sustainable issues. Hicks (2011) declares that the learning of sustainability in schools prepares students for a lifetime of sustainability and clean living. Sustainability is a topic that doesn’t usual appeal to children of a young way and Hicks also states that it needs to be taught in a fun way to capture their attention and therefore implement what they have learnt, therefore furthermore depicting why ‘The Lorax’ is a good way to introduce this topic.

 

Image available at: http://www.ducksters.com/moviesforkids/the_lorax_movie_poster.jpg

more...
No comment yet.
Scooped by Ashlee Smith
Scoop.it!

References

Australian Aboriginal Culture - R.I.C. Publications. 2012. Australian Aboriginal Culture - R.I.C. Publications. [ONLINE] Available at:http://www.ricgroup.com.au/catalogue/australian-aboriginal-culture/. [Accessed 03 May 2012].


Australian Citizenship – Interactive fun for primary school students. 2012.Australian Citizenship – Interactive fun for primary school students. [ONLINE] Available at:http://www.citizenship.gov.au/learn/schools/interactive_pri.htm/. [Accessed 20 May 2012].


Cousins, S 2006, ‘What does it mean to be Australian?’ Issues in Society, vol. 230, pp. 15-17.

 

Cutter-Mackenzie, A 2011, 'Teaching for environmental sustainability', Cengage Learning, vol. 4, pp. 348-363.

 

Hicks, D 2011, Picturing a Sustainable Future, Primary Geography.

Inglis-Gillespie, G 2008, Reconciliation: From Little Things, Big Things Grow, Ethos: Vol 16, No.3.

 

Kew Traffic School - City of Boroondara. 2012. Kew Traffic School - City of Boroondara. [ONLINE] Available at:http://www.boroondara.vic.gov.au/residents/kew-traffic-school. [Accessed 13 May 2012].

 

Muller, W 2006, The Contribution of 'Cultural Literacy' to the 'Globally Engaged Curriculum' and the 'Globally Engaged Citizen', The Social Educator, Brisbane.

 

Rudner, J 2010, Children's unsupervised outdoor activity: managing risk and encouraging independence, Journeys, p. 19.

 

Youtube,Qantas the Spirit of Australia - TV Ad 2009, viewed May 9 2012, http://www.youtube.com/watch?v=loeHhmUh-nE

 

 

Victorian Essential Learning Standards 2009, Learning focus, viewed 2nd May 2012, http://vels.vcaa.vic.edu.au/

 

 

All images accessed on May 30th 2012 (Referenced under pictures).

more...
No comment yet.