Beruflich Dokumente
Kultur Dokumente
Weekly Focus:
Local Perspectives
Topic:
Places & people in my community
Key Concepts/Values
Community
Sense of belonging
Year Level:
One
Teaching proposal
Through this unit it is envisaged that students will gain a sense of belonging as they investigate the community, the people
and the places in which they engage with and encounter every day. The importance of community and recognising/forming
links is highlighted in the text Teaching Humanities and Social Science edited by Gilbert and Hoepper (2014, p. 313);
Forging links with the community has advantages for students and schools, as there are opportunities for students to make a
difference, to access resources and to learn new skills.
Both places and people are investigated in the unit, with students making links to their own lives they will be creating a sense
of belonging which, as suggested by Harvie (2015) 'should be introduced in the first year of school as they are introduced to
the classroom community'. The unit will build on this important idea through engaging resources and activities.
When learning about the local community it is important that learning is taken beyond the four walls of a classroom, whether
that be through facilitated discussion and sharing of student experiences or an excursion; as Garner and Jackson (2013)
describe what fieldwork is and how it is effective, they express that learning outside the classroom has fantastic advantage.
Further to this students will engage in all humanities discipline areas as identified by the Australian Curriculum (2013),
Through studying humanities and social sciences, students will develop the ability to question, think critically, solve problems,
communicate effectively, make decisions and adapt to change.
The big idea chosen for the topic combines the key concepts and values of community and creating a sense of belonging. It
provides an overarching idea of what the students will be engaging with throughout the 10 weeks and also introduces a new
concept of the world as a community, which the students may not have engaged with before (Gilbert, 2014, p. 71). It is simple,
yet it can be unpacked and expanded upon to reveal many understandings and key skills which are listed in this scope and
sequence.
The five understandings, the key skills and the activities discussed in this unit work to promote authentic learning among the
students. Authentic learning takes place when students are actively engaged in the content, drawing on prior knowledge and
applying newly learnt concepts (Gilbert, 2014, p.69). Over the 10 weeks of the unit, students will be required to make
connections beyond the classroom by participating in inquiry-based activities. These activities provide students with the
opportunity to actively engage with the local community, participate in group discussions, research and investigate using ICT
and present their findings in a range of responses. The activities are designed to promote hands-on learning and encourage
students to be independent learners, rather than passive learners. As Newmann and Wehlage (1993; cited in Gilbert, 2014)
suggest, there are limited benefits of passive learning such as simply remembering information about communities. It is
much more beneficial for students to interact with the topic and be actively involved in the learning process.
Ultimately the unit of work has been designed to promote student learning through active, hands-on participation in activities,
and experiences beyond the classroom that will result in authentic learning.
Understandings:
Key Skills
History
Geography
code
ACHHK030
Skills
code
ACHHS035
ACHGS007
ACHGS009
ACHGS011
ACHGS012
Reflect on their learning and suggest
Humanities
Civics &
Citizenship
Indigenous
Organising ideas
code
Organising ideas
code
OI.6
OI.9
Asia
Sustainability
GENERAL CAPABILITIES
Personal and social
capability
Literacy
Ethical understanding
Numeracy
(ICT) capability
Organising elements:
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT
Intercultural
understanding
Organising Elements:
Self-awareness
Self-management
Social awareness
Social management
Organising elements:
Exploring values, rights and
responsibilities
Organising Elements:
Recognising culture and developing
respect
Interacting and empathising with others
Reflecting on intercultural experiences
and taking responsibility
Understandings
1-2
Resources
Include references AND
images (if appropriate)
here:
AC links/
codes
ACHHK030
ACHHS035
Civics and
Citizenship:
They explore the
roles, rights and
responsibilities of
various family
and community
members
They explore the
purpose and
benefits of
school,
community and
national events
3-5
In our community,
we have different
resources available
Communities can
What is in my neighbourhood
Students to bring in a photo of their house. Activity:
Create and label on a class poster. (Pictured: Where we
live)
Students to use the mind map to prompt them and write a
list of what is around their house and/or draw pictures
ACHGS007
ACHGS008
ACHGS009
ACHGS011
ACHGS012
source:
https://www.pinterest.com
/pin/34790313993879008
9/
Google Maps:
https://www.google.com
.au/maps
Equipment needed:
Cameras
Ipads/Computers or
Laptops
Example 'What is in our
neighbourhood' - (will
use real photos)
Source: http://mylilbeans.blogspot.com.au/
2010/04/my-communitytheme.html?m=1
6-8
It is important to
acknowledge and
respect the original
landowners and
their place in
history
It is the people and
the places that
make up a
community
Who is in my community
My Place by Nadia Wheatley & Donna Rawlins
Read through the book once again (or some of the book)
but this time focusing on who is the in the book
Discuss what the people in the book are doing and how
they are contributing to the community, refer back to how
these characters are similar to people in our own
communities/families
Take a particular focus on the end of the book, where it
ties in the traditional landowners. Discuss how the
traditional landowners have contributed to the community
we have today, and who owned the land that our school is
on.
Community Helpers
Watch a video on community helpers to introduce the
students to some of the people that we find in a
community that are there to help us
Create community helpers puppets to reinforce the idea
that there are special people in the community that are
dedicated to helping others (policeman, fireman, doctor,
paramedic, mailman, nurse etc.)
Students can colour in the community helpers, cut them
out and glue them only icy pole sticks.
Once the students have made their community helper
characters, they can add one each to the map of the
community and talk about the different roles that these
helpers have (referring back to the video)
ACHHK030
ACHHS035
OI.6
OI.9
(Wheatley & Rawlins
1988)
Community helpers
video link:
https://www.youtube.com
/watch?v=mw6RBvUmay
A
Example of community
helpers puppets:
Humanities level
1: They explore
the roles, rights
and
responsibilities of
various family
and community
members
Incursion
There are roles and CFA Fire Safe Kids education program
responsibilities
Before the incursion: Get the students to make a K-W-L
within a community
chart (just filling in the K & W for now) about
firemen/women
Ask students to write what they already know about
firemen or fire safety, and also what they want to know to
prepare them before the incursion.
The students can have a few questions ready for the CFA
when they come into the school.
This is also a good opportunity to discuss behaviour
during incursions and how they will be expected to
behave when the demonstration is going on
During the incursion: The CFA Fire Safe Kids will
undertake their education program students may ask
the question they have for the firemen
After the incursion: ask students to reflect on what they
learnt during the incursion and they can add this to the L
part of their K-W-L chart.
As part of the reflection process, the students will also
complete an activity where they fill out the speech bubble
of a firemen they need to come up with some facts that
they learnt during the incursion (teacher can have
prewritten facts if needed such as Get down low and go
go go)
Students can write into the speech bubble or they can fill
them out on the computer if these facilities are available
The students will colour in their fireman outfit and cut it
out. Each student will have a picture of his or her face to
cut out as well.
Once each student has printed off their speech bubble
they can arrange their face and fireman outfit to fit next to
Humanities level
1: They explore
the roles, rights
and
responsibilities of
various family
and community
members
9-10
Bringing it together
Community helpers
portrait example
Source:
https://www.pinterest.co
m/pin/321092648410945
873/
Circle Chart example
Source:
https://www.pinterest.com
/pin/AaaezCjKcFdfOSt7Tj
Humanities level
1: They explore
the roles, rights
and
responsibilities of
various family
and community
members
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Bibliography:
Australian Curriculum Assessment and Reporting Authority. (2013). The Australian Curriculum. Retrieved 20 September 2015,
<http://www.australiancurriculum.edu.au>
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.
Harvie K , EEO311 Learners Living In Their World: Humanities Perspectives, Deakin University, PowerPoint Slides, 27 March 2015
Pickford, T, Garner, W & Jackson, E 2013 Enquiry outside the classroom in T Pickford, W Garner & E Jackson, Primary Humanities:
learning through enquiry, Sage Publications Ltd, London, pp. 38-57
Weatley, N & Rawlins, D, 1988, My Place, Long man, Melbourne, Australia.