Beruflich Dokumente
Kultur Dokumente
Assessment
Task
2:
Names:
Jacinda
Galgano
-
210677081
Jamie
Allen
-
211324708
Tutorial:
Thursday
8am
10am
Focus
Week:
Week
Four
Concept
Map:
Refer
to
Appendix
One
Key
understandings
developed
from
concept
map:
1) My
position
within
the
neighbourhood
-
Spaces within the home and neighbourhood are used in different ways
Many people have links to the community today and in the past
Rationale:
The
ten
week
scope
and
sequence
plan
focusing
on
the
topic
of
'Local
Perspectives'
was
designed
in
order
for
students
to
develop
a
'sense
of
place,
sense
of
belonging
and
sense
of
identity'
(Cooper
et
al.
cited
in
Morris
2010).
Connecting
to
the
natural
world
is
an
essential
part
of
a
students
development
and
is
fundamental
to
their
well-being
(Cooper
et
al.
cited
in
Morris
2010).
According
to
VCAA
(2014),
humanities
within
the
classroom
allows
students
to
explore
key
ideas
and
concepts,
assisting
them
in
understanding
the
way
in
which
people
and
societies
organize
and
make
meaning
of
their
world.
From
an
early
age,
children
should
begin
to
experience
and
develop
an
understanding
of
their
world
around
them.
For
this
reason,
this
sequence
was
created
for
students
in
Year
One.
At
Level
One,
students
are
expected
to
begin
to
develop
awareness
of
the
locations
of
places
and
their
features
within
their
local
neighbourhood.
Students
will
learn
how
to
map
these
locations
and
will
also
gain
an
understanding
of
the
elements
of
the
natural
and
constructed
environments
(VCAA
2014).
The
key
concept
behind
this
scope
and
sequence
is
'Local
Perspectives-
Places
and
People
in
my
Neighbourhood'.
Based
on
the
concept
map
(refer
to
Appendix
One),
six
key
understandings
were
formed.
These
were:
1) My
position
within
the
neighbourhood
2) Describing
places
within
my
neighbourhood
3) People
who
form
the
neighbourhood
4) Location
of
places
within
the
neighbourhood
5) How
the
local
community
has
changed
over
time
6) Environmental
features
of
a
place
These
key
understandings
were
organised
from
simple
to
most
complex
for
students
to
progress
through
the
unit.
Furthermore,
the
main
ideas
are
interrelated
and
connect
in
a
meaningful
way,
which
enhances
student
learning.
These
ideas
were
further
explored
to
develop
sub-points,
which
assisted
in
providing
direction
for
the
sequence.
The
AusVELS
standards
(VCAA,
2014)
for
Level
1
were
used
to
ensure
the
sub-points
were
relevant
to
the
students
expected
level
of
learning.
It
is
understood
that
students
progress
at
different
learning
levels
and
therefore
the
activities
of
the
sequence
catered
for
students
with
different
learning
abilities.
The
six
understandings
were
formed
taking
into
consideration
the
different
ways
students
learn,
their
learning
abilities
and
the
importance
of
incorporating
Humanities
into
other
discipline-based
subjects
such
as
English
and
Mathematics.
The
scope
and
sequence
is
not
based
solely
on
one
aspect
of
the
humanities
curriculum,
it
also
incorporates
other
disciplinary
areas.
The
activities
within
the
sequence
are
mostly
geography
based
thus
meaning
the
activities
are
practical
and
explore
the
'real
world'
whilst
also
being
relevant
to
'life
in
the
twenty-first
century,
both
now
and
for
the
future'
(Pickford,
Garner
&
Jackson
2013,
p.38).
Other
areas
of
the
humanities
curriculum
included
in
the
sequence
are
history
and
civics
and
citizenship.
For
example,
a
history
based
activity
was
when
students
explored
how
the
community
has
changed
over
time
(refer
to
Week
8
of
Scope
and
Sequence).
Alongside
this,
importance
was
placed
on
the
inclusion
of
the
cross-
curriculum
priorities
of
Aboriginal
and
Torres
Straight
Islanders
histories
and
cultures
and
Sustainability.
According
to
the
Australian
Curriculum
Coalition
(2010),
these
are
areas
requiring
the
most
support
in
schooling
(Reynolds
2012).
Sustainability
was
incorporated
into
weeks
9-10
of
the
scope
and
sequence
when
exploring
the
environmental
features
of
a
place.
Other
discipline-based
areas
of
the
curriculum
such
as
English
and
Mathematics
were
integrated
into
the
humanities
sequence
to
support
the
AusVELS
Level
1
standards.
For
example,
in
weeks
9 -10
students
are
to
create
a
short
presentation
to
promote
awareness
on
littering
which
links
to
the
AusVELS
standard
'Make
short
presentations
using
some
introduced
text
structures
and
language,
for
example
opening
statements
(ACELY1657)(VCAA
2014)'.
In
order
for
students
learning
to
be
worthwhile
in
humanities,
the
learning
experience
needs
to
be
positive
and
reflect
certain
principles.
Gilbert
(2014,
p.
68-69)
proposes
that
learning
experiences
must
allow
students
to
discover
new
understandings
about
the
world,
must
be
relevant
to
students
prior
knowledge
and
understandings,
allow
students
to
inquire
into
their
world
by
searching
for
information
and
form
connections
to
the
world
'beyond
the
classroom'.
The
activities
designed
aimed
to
incorporate
all
of
these
learning
aspects.
Throughout
the
ten
weeks
the
students
are
provided
with
the
opportunity
to
participate
in
a
range
of
different
activities,
which
cater
for
students
different
learning
needs.
Morris
(2010
p.28)
states
that
'children
need
a
range
of
experiences
in
the
natural
world
to
develop
their
senses
and
gain
new
understandings
and
skills'.
For
this
reason,
many
practical
activities
were
included
in
the
sequence.
For
example,
students
were
given
the
opportunity
to
explore
their
local
community
by
walking
around
the
schools
neighbouring
streets
(refer
to
week
7).
Inquiry
based
learning
allows
children
to
'actively
learn
about
the
world,
making
sense
of
it
for
themselves'
(Pickford,
Garner
&
Jackson
2013,
p.
40).
Furthermore,
it
allows
students
to
learn
at
their
own
pace
and
hence
caters
for
students
learning
abilities.
In
weeks
4-6,
students
complete
a
people
study
to
explore
how
people
make
the
world
a
better
place.
Information
and
communications
technology
(ICT)
is
an
interdisciplinary
domain,
which
was
explored
through
the
scope
and
sequence,
and
is
becoming
an
essential
aspect
of
the
classroom.
ICT
'focuses
on
providing
students
with
the
tools
to
transform
their
learning
and
to
enrich
their
learning
environment'
(VCAA
2014).
Due
to
its
increasing
importance
within
the
classroom,
this
sequence
incorporates
activities,
which
use
ICT
in
different
ways.
For
example,
activities
such
as
those
using
Google
Maps
or
the
viewing
of
YouTube
videos
on
the
interactive
whiteboard.
In
conclusion,
this
scope
and
sequence
aims
to
provide
a
rich
learning
experience
on
the
topic
of
local
perspectives.
It
focuses
on
six
key
understandings,
that
were
designed
in
order
to
enhance
the
Australian
Curriculum
and
broaden
students
knowledge
on
places
and
people
within
their
neighbourhood.
The
key
understandings
chosen
are
crucial
for
students
to
have
knowledge
of,
as
they
provide
not
only
a
basis
for
further
humanities
studies
in
the
future,
but
also
essential
knowledge
and
skills
required
for
the
real
world.
The
activities
incorporate
a
range
of
subject
areas
and
different
learning
styles,
which
help
to
ensure
students
at
different
levels
of
learning
and
backgrounds
have
a
positive
and
educational
experience.
When
Understandings/
Learning Experiences
Resources
Links to AusVELS
Main
ideas
Week
My position
Harrys Home by
within the
Catherine Anholt
neighborhood
Exploration
where students
(ACELY1660)
live
Discover who
students live
with
constructing
(ACHGS009)
Develop
an
understanding
of
students
surroundings
Class
tally
formed
to
compare
family
members
(ACMSP263)
House p.44
(Refer to appendix
two)
(ACHGK007)
Around
the
house
activity
Students
discuss
what
(Source:
VCAA
2014)
Weeks
Describing
places
2-3
within my
School p.17
neighbourhood
home.
www.readyed.net
Places have
a whole class.
Source: Features of
places p. 13
different
features
Spaces
within
(Refer to appendix
neighbourhood
three)
(ACHGS010)
are used in
different ways
Senses p.14
(ACMSP262)
www.readyed.net
(Refer to appendix
four)
Source: Community
observations (ACHGS002)
Collage
www.readyed.net
local area.
Students
demonstrate
through
role-play
in
pairs
(ACELA1444)
Weeks
People
who
form
4-6
Source: YouTube
the
https://www.youtube.
neighbourhood
com/watch?v=ffnId95
There are
5-mE
different
occupations
Source:
within the
http://lessonplanspag
neighbourhood
e.com/mathequations
gamecelebheads1up-
(ACHGK007)
family form a
htm/
part of the
Friends and
community
within our
My Dream Job
emerging use of
template
(Refer to appendix
community look
five)
particular occupation.
illustrations and
diagrams (ACELY1661)
neighbourhood
What
did
our
Busiest Firefighters
community
Week
Location of places
within
the
neighbourhood
Maps
http://www.watchkno
Navigation
wlearn.org/Video.aspx
?VideoID=23348&Cate
goryID=443
determine the
location of a
place
School Map
located in
particular areas
ways
worksheet:
www.readyed.net
(Refer to appendix
by observing, by interviewing, or
seven)
Places are
for different
reasons
Alongside
the
teacher
the
students
explore
the
stops, parks).
(ACHGS007)
School Map
Group
treasure
hunt
activity:
Students
are
to
explore
the
schools
grounds
using
their
maps
to
found.
(Source:
VCAA
2014)
Week
community has
changed over
time
Many people
communications. (ACHHK030)
Timeline template
(Refer to appendix
past
represents the
eight)
Aboriginal
people have
Source: Information
lived in the
on incursion can be
community for
found at
thousands of
www.koomurri.com.a
years
The
community
will
change
in
the
future
Read
picture
book
Wandihnu
and
the
Old
Dugong by Elizabeth
and Wandihnu
Wymarra
Weeks
Environmental
9-10
Statements on natural
features of a
and constructed
place
features (Refer to
There are
appendix nine)
constructed feature.
(ACHGK005)
natural and
constructed
features
of
a
Source: Features of
Places pg.12
www.readyed.net
(Refer to appendix
place
Different
places
have
different
landscapes
Humans have
(ACHHS033)
an impact on
their
neighbourhood
www.google.com/map
natural features?
Window by Jeannie
Baker
environment.
images
Lesson Plans in
Collaboration with
Source:
35 www.readyed.net
(Refer to appendix
eleven)
awareness.
(Source:
VCAA
2014)
Reference
List
Anholt,
C
2000,
Harry's
Home,
Farrar
Straus
Giroux,
New
York,
United
States
of
America.
Baker,
J
1991,
Window,
Greenwillow
Books,
New
York,
United
States
of
America.
Busy
World
of
Richard
Scarry:
Welcome
to
Busy
Town
2007,
Television
Show,
Cookie
Jar,
Canada.
Davies,
C
2013,
Australian
Geography
Series:
Year
One-
Places
Have
Distinctive
Features,
Ready-Ed
Publications,
Greenwood,
Western
Australia,
retrieved
10
September
2014,
<www.readyed.net>.
Doan
K.,
Graham
J.,
Johnson
H.,
Lax
E
&
Sachdev
B.
2011,
Environmental
Lesson
Plans
in
Collaboration
with
Friends
of
the
Earth,
uOttawa,
retrieved
14
September
2014,
<http://www.developingaglobalperspective.ca/wp-
content/assets/thematicpackages/Environment_Resource_Package.pdf>.
Hot
Chalk
Inc.
2014,
This
game
on
certain
occasions
is
called
Celebrity
Heads,
Hot
Chalk
Education
Network,
retrieved
10
September
2014,
<http://lessonplanspage.com/mathequationsgamecelebheads1up-htm/>.
Gilbert,
R
2014,
Planning
for
student
learning
in
R.Gilbert
and
B
Hoepper
(eds.),
Teaching
humanities
and
social
sciences:
history,
geography,
economics
and
citizenship,
5th
ed,
Cengage
Learning
Australia,
South
Melbourne,
pp.
68-74.
Google
Inc.
2014,
Google
Maps,
Google
Company,
retrieved
11
September
2014,
<https://www.google.com.au/maps>.
Koomurri
Management
n.d.,
Koomurri,
Koomurri
Management,
retrieved
11
September
2014,
<www.koomurri.com.au>.
MCEETYA
2006,
Statements
of
Learning
for
Civics
and
Citizenship,
Curriculum
Corporation,
retrieved
14
September
2014,
<http://www.curriculum.edu.au/verve/_resources/Civics_SOL06.pdf>.
Navigation
2011,
YouTube
Video,
PBS
Kids,
11
September
2014,
<http://www.youtube.com/watch?v=Bj1veZY5hrY>.
Occupation
Song
2013,
YouTube
Video,
Naidon
Studio,
retrieved
10
September
2014,
<https://www.youtube.com/watch?v=ffnId955-mE>.
Pickford
T.,
Garner
W.,
Jackson
E.
2013,
Primary
humanities:
learning
through
enquiry,
Sage,
London.
Reynolds,
R
2012,
History,
geography
and
SOSE
in
an
Austraian
National
Curriculum
in
Teaching
history,
geography
&
SOSE
in
the
primary
school,
Oxford
University
Press,
South
Melbourne,
pp.
1-22.
Scarry,
R
1968,
What
Do
People
Do
All
Day,
Random
House
Books
for
Young
Readers,
New
York,
United
States
of
America.
Victorian
Curriculum
and
Assessment
Authority
2014,
The
Australian
Curriculum
in
Victoria,
State
Government
of
Victoria,
retrieved
10
September
2014,
<http://ausvels.vcaa.vic.edu.au/>.
WatchKnowLearn
2014,
'Learning
About
Maps
With
Curious
George',
Community
Foundation
of
North
West
Mississippi,
retrieved
14
September
2014,
<http://www.watchknowlearn.org/Video.aspx?VideoID=23348&CategoryID=443>.
Wymarra
E,
Wymarra
W
2007,
Wandihnu
and
the
Old
Dugong,
Magabala
Books
Aboriginal
Corporation,
Broome,
Western
Australia.
Appendix
Three:
Example
of
pictures
used
in
Features
of
Places
Source: www.elmcofeprimaryschool.com
MY FAMILY
GRANDPARENTS
PARENTS
ME
Appendix
Nine:
Natural
and
Constructed
feature
statements
for
students
to
compare
Natural
Features
Statements:
You
are
walking
through
forest
with
tall
trees
Swimming
at
the
beach
Walking
along
the
sand
into
the
water
at
the
beach
Playing
with
pebbles
you
found
in
the
river
Appendix
Ten:
Students
determine
if
the
photos
are
natural
or
constructed
features
(Source:
ACARA
2014)