This is our place.
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This is our place.
Early Stage 1 - HSIE, Change and Continuity, CCES1.

*Students in ES1will learn about places in their immediate environment.
Coogee Public School.
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Search results for 'subject:"Coogee Public School"' - Pictures, photos, objects - Trove

Search results for 'subject:"Coogee Public School"' - Pictures, photos, objects - Trove | This is our place. |
Trove: Find and get Australian resources. Books, images, historic newspapers, maps, archives and more.
Kristina Mathews's insight:

This page has a few good photos of Coogee Public school from the early 1900s. Also see: for more of photos of Coogee area, particularly the beach and surf lifesaving club.


These websites would be useful in constructing activities that would help students explore the HSIE Syllabus CCES1 strand which states that students will have the opportunity to "discuss photos, paintings, drawings and pictures from the past, looking for evidence of a former time, and relate them to their own lives and experiences." (p. 44).


It would be interesting for the class to try and identify the buildings and places featured in these photos, especially of their own school. I believe that some of Coogee Public School’s original buildings still stand. This would be a class project, divided into small groups. Each group could add their findings to a class map of the area. Perhaps some could even take photos of their homes to add to our map.


It would also be beneficial to examine how these buildings/places have changed and/or stayed the same; in particular, the school buildings. This might even lead to a discussion of the changes in attitudes towards and practices of education - such as the number of children in one classroom, materials used in classrooms, what children studied and why. In order to help the children to understand the different style of teaching back when their school was first constructed, a class play, scripted together and rehearsed together would be a suitable assessment.


This discussion of different styles of education would lead nicely into an investigation of schools abroad.


NSW Board of Studies, (1998).  HSIE Syllabus K-6. Sydney, Australia.

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Darug Tribal Aboriginal Corporation

Darug Tribal Aboriginal Corporation | This is our place. |
Kristina Mathews's insight:

The Coogee area is thought to have been once populated by the Darug People, who belonged to the Eora Nation. This website provides some useful information on the Darug People and language. It even has a kids section with a link to Yarramundi Kids, a children’s program by the National Indigenous Television Corporation.


Although the site is currently in the early stages of creation, it would still be a great contact point for inviting the Darug peoples to come to the school and share their knowledge of Coogee's Indigenous heritage. Perhaps, we might learn about some local Indigenous sites. Hopefully we would be able to learn about Indigenous perspectives on heritage and "examine information about [our] immediate environment by viewing a variety of materials such as photographs, videos and slide shows, and by listening to guest speakers. . ."[1]. Hopefully, the class would learn that heritage does not have to be just about buildings, and that it can come in and be just as valuable in oral form as well [2].


In addition, I could use the language resources on the website to encourage the class to consider Indigenous heritage in the Coogee area, even before we have any visitors to our school.


According to various sources, including the Randwick City Council’s Heritage page[3], the only tangible lasting source of Coogee’s indigenous heritage is in the form of oral histories, rock carvings and rock paintings. Apparently, there are some small carvings “On rock in about the middle of the recreational reserve on the north of the bay”[4] . We could possibly go on a search for these as a class, and perhaps learn the significance of rock carvings and paintings from our Darug friends.


For assessment, the students could make and present their own ‘rock paintings’ (or carvings), along with an explanation of what the images represent to them. It would be interesting to see what 'oral histories' the students could create for their paintings.



[1]NSW Board of Studies, (1998).  HSIE Syllabus K-6, p. 46. Sydney, Australia.

[2] Stevens, V. & McDonald, H. (2011). Incorporating Aboriginal perspectives and Torres Strait Islander perspectives into SOSE. In R. Gilbert & B. Hoepper (Ed.), Teaching society and environment (4th ed.) (p. 396). South Melbourne, Victoria: Cengage Learning.



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Randwick City Council - News - Have your say on a Coogee playground upgrade

Randwick City Council - News - Have your say on a Coogee playground upgrade | This is our place. |
The latest news and events for the Randwick city area.
Kristina Mathews's insight:

The Randwick City Council is upgrading the Alby Smith Memorial Reserve's playground, which is just one street over from Coogee Public School. They have called for comments and suggestions from the local community.


This is a great opportunity for the class to really make a contribution to their community, and to have a real impact on their heritage. It would be great to have the class discuss what they would want in their local park and why. It would be necessary to first go to the park as a class and map it out. We would also need to test the existing playground to identify needed improvements! It would be interesting to use play-ground equipment as a model for exploring things like balance, gravity, centripetal force, what rolls? (friction), etc.  This particular aspect of the activity "provide[s] opportunities for students to engage with geographical tools, eg symbols and maps"[1] and "provide[s] opportunities for students to have direct experiences with their immediate environment. . . "[2].


As this particular park is also a Memorial Park. We could reflect on what role memorials and memorial parks play in our communities, and why they are built (re: My Place Armistice clip & ANZAC day activity). This could lead into exploring the concepts of war and peace, sacrifice, contribution, citizenship, etc. Besides HSIE, this project would also integrate Mathematics, English, Science, and Physical Education into the lesson.


As a final project, the class could draw-up a proposal (mapping, drawings and text) and actually present this to the Randwick City Council. This would be a great exercise in exploring what the class needs and wants in their local park, and how they can be involved in the changes around them in their local community.


N.B. The call for proposals ended on the 28th of March, 2013. However, the class activity could still go ahead as a hypothetical activity.



Further Information:


[1] Board of Studies NSW. (1998) Human society & its environment K-6 syllabus, p. 47. Sydney, Australia: BOS NSW.

[2] ibid.

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Going to School in India

Going to School in India | This is our place. |
Going to School in India is made of 9 separate films which feature how children go to school in various parts of India.
Kristina Mathews's insight:

These YouTube videos by Master Communications show nine different ways that children attend school in India. This includes going to school in a monastery, in a boat, at a mountain-top school, on a lake, in a bus, in the mud-desert, at night, in a tribe, and in a wheel-chair. Each video is narrated, in English, by the child that we accompany. We follow the child as they introduce us to their friends, school, and daily activities. Each video lasts between 1 to 3 minutes, as they are only trailers or teasers. The whole series (School in India) is available for purchase via a link to


These short films on YouTube would be a great way to help students to think about the different ways and places children could go to school. Of particular interest for CCES1 are the films that show different structures that children in India go to school in. It would be interesting to see what ideas the class could come up with for places that we could temporarily move our class. We may even set-up a mini-classroom somewhere around the school grounds. What if we could borrow a bus and attempt to have a lesson in it?!


Chances are, many of the students' grandparents or even parents may have gone to school overseas. It would be great if the children could invite their family to class to "share familiar stories"[1] and perhaps show photos of schooling overseas .


Hopefully, as the class "listen to others’ experiences of place through observations, recounts and descriptions"[2], they will begin to understand that not eveyone shares identical experiences. To further encourage this , it would be great if we could start a pen-pal program with another school in India. As the class is ES1, I imagine we would exchange class to class letters, rather than student to student.


In this particular part of the unit, I would want the class to start to consider what school might be like in the future.



[1] NSW Board of Studies, (1998).  HSIE Syllabus K-6, p. 44. Sydney, Australia.


[2] NSW Board of Studies, (1998).  HSIE Syllabus K-6, p. 46. Sydney, Australia. 



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Home | My Place for teachers

Home | My Place for teachers | This is our place. |
Kristina Mathews's insight:

This website provides educational support material to be used along with ABC3's My Place series. This series aims to depict events and people significant to Australia's history. Since each episode centres on a primary-school age character, the class would be able to relate to the stories being told. The site itself contains short clips from each episode, a teacher’s forum, a historical timeline, behind the scenes clips, and worksheets and activities organised according to themes of Family and Community, Technology, and Lifestyle.


One particular sub-theme is “Australians at war”. The clip “Armistice”, which is about the end of WW1, would be useful in our exploration of the purpose of memorials (re: the Alby Memorial Park activity).

One activity suggested on this site in relation to this clip is an exploration of ANZAC day. ANZAC day is one common heritage of all Australians, even new arrivals & citizens, as it is a celebration and commemoration of those who have fought, and will fight, to keep our country free and safe. Although the activities suggested on this website are aimed towards stages 2-3, we could still adopt some of the guiding questions as listed below.


What do the letters 'A', 'N', 'Z', 'A' and 'C' stand for?

What is the importance of the Gallipoli campaign?

What is the symbol of Anzac Day? Why?

When does Anzac Day occur? Why?

What happens on Anzac Day?

Why is Anzac Day so important for Australians?


The students could form six small groups, and each group would have a question to investigate. They would then be required to present their findings to the class in any number of ways. These presentations could take the form of a story, poster, report, song, poem, play – I would encourage the groups to come-up with their own format and then discuss it.


Following McDonald & Gilbert's 'Strategies for presenting and acting on the results of inquiry' [1], and considering that ANZAC day is coming up soon, the class could put-on a short presentation of their findings for their parents and the broader community.


[1]  McDonald, H. & Gilbert, R. (2011). Planning for student learning. In R. Gilbert & B. Hoepper (Ed.), Teaching society and environment (4th ed.) (p.118). South Melbourne, Victoria: Cengage Learning.

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