Education for sustainability learning opportunities

Dear Parents/Carers,

Year 3 students will be learning about sustainability. To begin this unit, students will identify two separate locations. These locations will be local and relevant to the students’ lives. The first location will be from around the school (e.g., playground, quadrangle, oval), and another that has significance to them outside of the school environment (e.g., park, football field, shop). Using a Venn-diagram, students will compare the similarities and differences of the two places on characteristics such as their physical characteristics, what happens in these locations, what people live/work in these places, and what feelings they have when they are there. You can support their learning by helping take photos of these locations or helping students with comparisons of the characteristics. I believe that parents should support my teaching and the activities happening around the school (Marsh, Clarke, & Pittaway, 2014).

Venn Diagram

When this has been completed, the question “how would you feel if your ‘out of school’ location was polluted with rubbish?” will be posed. Students will reflect on this question, discussing how they would feel and what they would do if this were to occur. During a whole class discussion, students will present their ideas about how they would feel and what course of action they would take. The attention will then be turned to why it would be important to protect places that have significance to others. This leads to discussing how we could protect the school environment from litter, and exploring how the class could participate in a school-wide project to clean up the school.

(Buckley, 2014)

Students will be assessed on this informally through their participation in the school project to clean up the school. Things such as their discussions in class about possible ways to implement their ideas and their participation in helping clean up the school will be used for assessment. This is to help me make judgements about student learning (Brady & Kennedy, 2012). Students will be formally assessed on their comparisons of the similarities and differences of their chosen locations. Additionally, their reflections will be used for assessment.

The Australian Curriculum, Assessment and Reporting Authority [ACARA] (2017b) identify three cross-curriculum priorities (CCP) that are addressed within learning areas to add depth and enrich the learning experience for the students. One of the CCPs is sustainability, which refers to our ongoing capacity to maintain all life (ACARA, 2017c). By integrating sustainability into HASS, students develop skills, knowledge, and values that develop their contributions to sustainable living (ACARA, 2017c). Working towards sustainable futures can occur at various levels. Including global, national, community, and personal, to address social, environmental, and economic issues (Hoepper, Cutter-Mackenzie, & Gilbert, 2017).

In this unit, students will be learning about the similarities and differences between places in geography, while also learning about participation in the community in civics and citizenship. Integrated within this is the CCP; sustainability.

(ACARA, 2017a)
Remember you can click to enlarge.

Regards,
Mr Hudson

References

Australian Curriculum, Assessment and Reporting Authority. (2017a). The Australian Curriculum: Humanities and Social Sciences. Retrieved from https://www.australiancurriculum.edu.au/download?view=f10

Australian Curriculum, Assessment and Reporting Authority. (2017b). Cross-curriculum priorities. Retrieved from australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/

Australian Curriculum, Assessment and Reporting Authority. (2017c). Sustainability. Retrieved from australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability/

Brady, L., & Kennedy, K. (2012). Assessment and reporting: Celebrating student achievement (4^th ed.). Melbourne, VIC: Pearson Australia.

Buckly, D. (2014, March 4). Gallery: Clean up Australia day. Forbes Advocate. Retrieved from https://www.forbesadvocate.com.au/

Hoepper, B., Cutter-Mackenzie, A., & Gilbert, R. (2017). Sustainability. In R. Gilbert & B. Hoepper. Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (6th ed., pp. 428-457). South Melbourne: Cengage Learning Australia Pty Limited.

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6^th ed.). Frenchs Forest, NSW: Pearson Australia.

Citizenship learning in the context of an aspect of Australian History

Dear Parents/Carers,

Within the next few weeks, we will be beginning a unit designed to teach the students about citizenship, in the context of Australian history. The beginning lesson of the unit will involve a think, pair, share activity about various days/weeks celebrated in Australia. After brainstorming the various days/weeks the students have provided, the focus of attention will be on Australia Day. Each student will complete a KWL chart. Taking notes in the ‘K’ column about what they think they already know. Then completing the ‘W’ column about what they want to know at the end of the unit of work. I will model for the students how to turn the notes from the ‘W’ column into inquiry questions for investigation. Students are using the inquiry skill of questioning by completing this (ACARA, 2017). At the completion of the unit of work, students will complete the ‘L’ column about what they have learned throughout the process.

(Ausflag, 2018)

Students will spend the following lessons locating and collecting information from various sources (including from the library catalogue, the Australia Day website, and various news articles). Taking note of how the celebration began, what the differences are between past and present, and how the celebration affects groups of people differently (particularly Aboriginal peoples). You can support your child’s learning by aiding and providing resources outside of school hours. It would also be helpful if we could have some parents volunteer to present their point of view to the class. Through the examination of this information, students will develop their ability to distinguish facts and opinions as well as respecting different points of view. This information will be presented to the whole class for the students to reflect on. By reflecting on past events, students will compare this with the present day situation. Allowing them to propose actions to the issue.

(Ausflag, 2018)

Assessment tasks allow me to monitor the progress of students and guide them in improving their learning (Gilbert, 2017a). Additionally, students can use the feedback provided by me to evaluate their efforts to make changes for future tasks (Gilbert, 2017a). The assessment task for this unit of work will involve students arguing for or against changing the name and/or date of the celebration of Australia Day. Once the students have compiled their arguments, the class will participate in a mock vote as to whether the name/date should be changed. Democracy can be a difficult topic to understand so having students participate in their real-world environment can help to make the concept more concrete (Gilbert, 2017b).

(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017)
Remember you can click on the image to enlarge.

Year 3 students will be learning about citizenship in the context Australian celebrations (History). More specifically, the historical origins of Australia Day and the significance these events have had on the past and present. This will connect with Civics and Citizenship learning about making decisions democratically. Throughout this unit, students will develop their inquiry skills with a focus on questioning and reflecting (ACARA, 2017).

Through History, students critically analyse and compare evidence. Contributing to the students’ ability to be active and informed citizens (ACARA, 2009). Civics and Citizenship Education develops students’ abilities to participate democratically (ACARA, 2012). This aligns with Goal 2 of the Melbourne Declaration on Educational Goals for Young Australians.

(Ministerial Council on Education, Employment, Training and Youth Affairs [MEETYA], 2008)

(ACARA, 2017)

I look forward to speaking with you again.

Regards,
Mr Hudson.

References

Ausflag. (2018). Australian National Flag [Image]. Retrieved from http://www.ausflag.com.au/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2009, May). Shape of the Australian Curriculum: History. Retrieved from www.acara.edu.au

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012, October). The Shape of the Australian Curriculum: Civics and Citizenship. Retrieved from www.acara.edu.au

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017). The Australian Curriculum: Humanities and Social Sciences (Version 8.3), Year 3. Retrieved from www.australiancurriculum.edu.au/download?view=f10

Gilbert, R. (2017a). Assessment for student learning. In R. Gilbert & B. Hoepper, Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (6^th ed, pp. 103-125). South Melbourne: Cengage Learning Australia Pty Limited.

Gilbert, R. (2017b). Developing language and literacy. In R. Gilbert & B. Hoepper, Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (6^th ed, pp. 150-177). South Melbourne: Cengage Learning Australia Pty Limited.

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Civics and citizenship - Learning about identity and cultural diversity

Dear Parents/Carers,

Students in this class will be investigating the inquiry question 'How can I participate in my community?' Their Civics and Citizenship learning will begin with a teacher-led whole group discussion about ‘What different ways can people participate in their community?’ This can include recycling activities or service to older members of society. The students then read an article (Big Green Chair) (Milsom, 2014) about a portrait artist who uses her skills to connect with the community. Through reading, students see how this project impacts members of the community. Students use information gathered from the whole group discussion and news article to design questions for an interview. Students will interview family members, family friends and members of the community to gain an insight into what it means to participate in the community, why people participate, and importantly, how this can be influenced by cultural diversity. Your participation and support in this would be greatly appreciated. For example, if your child is planning to interview members of the community, it would be appropriate for you to help organise these interviews and be with your child while the interview takes place. Furthermore, helping the student to find members of the community with a different cultural background to their own would ensure they accomplish the ‘cultural diversity’ aspect of the learning.

(De Peak, 2014)
Remember to visit the article here: The Big Green Chair (Milsom, 2014).

Through this, students evaluate and reflect on the information gained from others and share their findings in an oral presentation. In this presentation, students are provided with the opportunity to draw conclusions and suggest ways in which they can participate in and contribute to their community. By completing this, students should have a deepened understanding of their own identity and the world they live in while appreciating the cultural diversity of their community (ACARA, 2017).

As a reflection on their learning, students will brainstorm ways in which the class can actively participate within the local community. Then the class will participate in a clean-up of rubbish in Heritage Forest as part of Clean Up Australia Day. Parents/guardians are welcome to participate in this. As a reflection of this excursion, students will discuss how this activity has involved active citizenship and compare this with other the culturally diverse activities they have found throughout the process.

(ACARA, 2013)

(ACARA, 2017)
Remember you can click on the image to enlarge it.

Through the inquiry question “How can I participate in my community?” students pose questions to investigate why others participate in their community and how a person’s identity and culture is influenced by this.

(ACARA, 2017)

At our school, we see value in young people being actively involved in their local community in purposeful ways. The development of civic knowledge can occur in the classroom and through programs made to involve students, teachers and parents in the community (Gordon & Tudball, 2017). Active student participation is important in enabling students to be creative and reflect about activities they are involved in (Leighton, 2012).

(Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008)

(MCEETYA, 2008)

Regards,
Mr Hudson

References

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). Draft Years 3-10 Australian Curriculum: Civics and Citizenship. Retrieved from: http://consultation.australiancurriculum.edu.au/Static/docs/HSS/Draft%20Years%203%20-%2010%20Australian%20Curriculum%20-%20Civics%20and%20Citizenship%20-%20May%202013.pdf

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2017. F-10 Curriculum: Version 8.3. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass/

De Peak, S. (2014). NCH Weekend Magazine [Image]. Retrieved from https://www.theherald.com.au/story/2196464/newcastle-faces-drawn-in-kates-big-green-chair/ 

Gordon, K., & Tudball, L. (2017). Teaching for active and informed citizenship. In R. Gilbert & B. Hoepper, Teaching Humanities & Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum (6th ed., pp. 327-351). South Melbourne: Cengage Learning Australia Pty Limited.

Leighton, R. (2012). Teaching citizenship education: A radical approach. London: Continuum International Publishing Group.

Milsom, R. (2014, April 4). Newcastle faces drawn in Kate's big green chair. Newcastle Herald. Retrieved from https://www.theherald.com.au/story/2196464/newcastle-faces-drawn-in-kates-big-green-chair/ 

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf