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103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
EDU40011 – Teaching the Humanities
Assignment 2: Folio part 2B
01/02/2021
I acknowledge the traditional owners of country throughout Australia and recognise the continuing connection to lands, waters and
communities. I extend my appreciation for the Dja Dja Wurrung people, the Tradition Owners of the land in which I live, work and
study on. I pay my respect to Aboriginal and Torres Strait Islander cultures; and to Elders past, present and emerging.
Teaching within the Humanities
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
-
Inquiry question:
What makes a place special? (Australian Curriculum, Foundation Year).
Lesson 1:
Are we there yet? By Alison Lester |
Engage
To begin the inquiry process and introduce the topic a picture story book, “Are We There Yet?” by
Alison Lester (2004), will be read in a class circle. Upon the story’s end, children will be encouraged to share
their favourite place in the book, or their favourite place in the world and think about why they like the
page/place so much. This will be the first step of the inquiry method aimed to engage the children with the
new topic. This stage of engagement will encourage to start the children thinking about the places people live
and belong to and their features and importance to people (Australian Curriculum, Assessment and Reporting
Authority [ACARA], ACHASSK015, 2018a, v.8.4).
Lesson 2:
Mini school scavenger hunt
|
Explore
Exploring the school with a mini scavenger hunt the children will find 4 places that have been
identified by staff as special places, for example, school garden, shade cloth, library, and then 2 places that
are special to each child. A camera will be taken along and children will get pictures with specific places they
consider special within the school. Returning to the classroom children the teacher will pose questions such
as “what makes the bubble taps special?” and “why is the big gum tree special to you?”, these age-
appropriate follow-up questions after a scavenger hunt have been proved to be socially engaging and
cognitive challenging, promoting an active and engaged environment (Jones, Smith & Royster, 2017).
Lesson 4:
Invite a local Elder to speak
|
Elaborate
This stage of elaboration will be executed through collaboration with a local Elder of the Dja Dja
Wurrung community, or specific land in which the school resides on. An Elder will be invited to speak of the
special cultural places and their significance of Country we learn on eg: Mount Alexander. Inviting an Elder
to speak supports the notion that, to fully understand Australia’s Indigenous, unique culture and connection
to Country and places can only be attained through genuine, authentic relationships with Indigenous people
(Gilbert, Tudball & Brett, 2020). Providing this connection and sharing with the students, elaborates what
makes a place special and important to Dja Dja Wurrung people (ACARA, ACHASSK016, 2018a, v.8.4).
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
Analysis of assessment strategies
To successfully assess the above unit of work, both formative and summative assessments would need
to take place.
Evaluate
is the fifth ‘e’ of the inquiry method used above (Lederman, 2011). Formative
assessments will take place throughout the entire course of the unit to inform feedback for students to
enhance their learning. Posing valuable learning questions every lesson to encourage students to use their
critical-thinking can be used as a way of assessment. A teacher can record answers and questions asked by
children as an informal assessment (Gilbert, Tudball & Brett, 2020). This engagement can help to indicate
the level of understanding a student has and the way in which their humanities’ skills are developing. It is
important to construct assessment tasks prior to embarking on a unit (Gilbert, Tudball & Brett, 2020). For
this unit, it may be helpful to construct various questions for the teacher reflect and assess the students’
learning and development of knowledge of the topic:
Engage
assessment question: Do the students understand that there are different places in the book
and that they are physical places in Australia?
Explore
assessment question: Can the students identify
special places in their school community?
Explain
assessment question: Are students able to explain
in their own words how we care for our classroom area?
Elaborate
assessment question: Do the
students have an ability to recognise special places to the local community in accordance with
Aboriginal Country?
Observing and recording responses to posed questions throughout the inquiry process will provide a
significant range of data for the assessment process (Gilbert, Tudball & Brett, 2020). Asking the ‘what do I
want my students to have learnt?’ question allows teachers to have a clear understanding and strategy of
where they would like their students learning to be. Each students’ abilities differ, as should the expectations
placed on each student.
Feedback is an essential component of the learning and assessment process. The feedback given must be in
language appropriate to the child’s developmental stage. In a Foundation Year classroom, this would be
observed as achievement and improvement feedback. Achievement feedback helps to describe what the
student did well and affirm their good work (Brookhart, 2017). Improvement feedback includes describing
extension or depth that students could go into and exploring strategies that would improve overall learning
and development (Brookhart, 2017), remembering to tailor feedback specifically to suit the child. This
benefits the student as it prepares them for feedback throughout their lives and education journeys.
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103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
A summative assessment would be used at the end of the unit. ‘Our Special Places’ classroom book could be
used achieve this assessment.
Lesson 5:
Page of a classroom story book
|
Evaluate
To evaluate their overall growth, each student will be asked to draw and write about, or teacher
scribes, a description of their favourite place. Justifying why it is special to them and how it is looked after to
remain a special place.
Once completing the children’s personal pages, the images and text can be collated
into a classroom book.
According to the Australian Curriculum, an achievement standard is “
by the end of
Foundation Year, students describe the features of familiar places and recognise why some places are special
to people”, (ACARA, 2018, v.8.4) the student’s verbal answers, drawings and written text, to this question
can be a direct indication of their understanding and whether they can recognise why some places are special
to people.
Controversial topic
January 26
th
|
Year 3
A current controversial topic I would like to approach in teaching is ‘Australia Day’, ‘Survival Day’,
‘Invasion Day’, how we celebrate it, refer to it, recognise it and remember it. For many Aboriginal and Torres
Strait Islander people, this is a day of mourning and was first recognised as a national day of mourning in
1938 (Pearson & O’Neill, 2009). In the Australian Curriculum requires “
days and weeks celebrated or
commemorated in Australia” (ACARA, ACHASSK064, 2018a, v.8.4). I believe that all lesson plans should
be written with reference and in accordance to the
8 ways of learning pedagogy
and this lesson would be no
exception. The consideration of Aboriginal and Torres Strait Islander students the classroom and any trauma
that may be present or triggering when approaching this topic is something to be mindful of. Similar to
Archie Roach’s Stolen Generations Resources
(2020), your students wellbeing and safety should be at the
forefront of the learning experience (Roach, 2020).
To introduce this controversial to the class, the picture story book ‘Day Break’ by Amy McQuire
would be read (2021). The book focusses on narratives of Indigenous survival and resistance on ‘Australia
Day’ (McQuire, 2021). Following the introduction of topic, I believe it would be essential to invite a local
Elder to create conversation with the class about the effects of colonisation, Indigenous history and how
celebrating a day of loss and sorrow can be hurtful. This story sharing allows us to approach learning through
narrative and experience (8 ways pedagogy, 2009). Hearing an Elder share their point of view helps to
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
develop a deeper understanding of the historical concepts of the Australian Curriculum. For example, the
cause and effect
colonisation has on our everyday life.
Another activity that would be beneficial would be a yarning circle. Prompting thoughts and feeling
of what feels like home, safe and comfortable to each student – visualising and feeling into this space/place
(
non-verbal
). Following this exploration through the mind asking how they would feel if that was taken
away? Would they enjoy celebrating that day each year? Collaborating and listening to each other’s opinions
and views would support two
evaluating and reflecting
content descriptors; interacting with others and
respecting each other’s points of view (ACARA, ACHASSI059, 2018a, v.8.4), and reflecting on their
learning and proposing how they may refer to and recognise January 26
th
in the future (ACARA,
ACHASSI060, 2018a, v.8.4). Acknowledging differing views creates an inclusive classroom and strengthens
the historical concept of
perspectives.
To further enhance this learning, facts and opinions regarding January
26
th
could be written and cut out for students to distinguish the difference (ACARA, ACHASSI056, 2018a,
v.8.4), this aiding to inform them of the factual events that took place on this day.
Humanities across the school
The Humanities lend multiple benefits to becoming a part of society. Incorporating the Humanities
learning across the school and outside formally taught learning experiences enables students to understand
how the Humanities are used in the real world, present an example of how different disciplines can interact in
society (Frodeman, 2013), introduce students to community collaboration and can be a learning experience
for all, regardless of age or ability. For instance, a school fete involves students making, baking or producing
goods and services for the wider community to consume. This aides to teach students an extensive range of
concepts including humanities and social science [HASS] concepts such as
business and economics,
but also
mathematics, marketing and poster making for a stall includes concepts of English. This interdisciplinary
approach allows to enrich the overall educational experience (Jones, 2010). It can also teach different
children various skills, to meet differing content descriptors. For example, a school fete could help to teach
Year 5 students the difference between needs and wants and the influences on consumer methods and choices
(ACARA, ACHASSK119, ACHASSK121, 2018a, v.8.4), whereas, the fete could be focussing on
mathematics in Year 2 teaching students to count and order small amounts of Australian coins (ACARA,
ACMNA034, 2018, v.8.4). Out-of-classroom learning has been shown to guide students careers and help to
inspire students later in life (
Claiborne, Morrell, Bandy & Bruff, 2014). These experiences have also seen to
enhance learning and foster personal and social development (Larsen, Walsh, Almond & Myers, 2017).
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
Appendix
School fete
Pen pal
Student representative counsel
Art museums
Tree planting
Buddy programs (prep and year 6)
Canteen helpers
Breakfast club
Maker’s space in the library
Book week’s
NAIDOC week activities
Sorry Day
Recycling group
Food bank
Community based clean up
Youth counsel
Frequently visiting an aged care facility
References:
8 Ways. (2009).
Aboriginal Pedagogy
. Retrieved from https://www.8ways.online/about
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018).
Australian Curriculum: F
-10 curriculum: Humanities and Social Sciences: Introduction
v.8.4. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/
Brookhart, S. M. (2017).
How to give effective feedback to your students
. ASCD.
Claiborne, L., Morrell, J., Bandy, J., & Bruff, D. (2014). Teaching outside the classroom.
Center for
Teaching, Vanderbilt University
.
Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect.
Second
international handbook of science education
, 1191-1239.
Frodeman, R. (2013).
Sustainable knowledge: A theory of interdisciplinarity
. Springer.
Gilbert, R., Tudball, L. & Brett, P. (Eds.) (2020).
Teaching Humanities and Social Sciences: Teaching and
Learning across Australia
(7th ed.). South Melbourne, VIC: Cengage Learning.
Jones, C. (2010). Interdisciplinary approach-advantages, disadvantages, and the future benefits of
interdisciplinary studies.
Essai
,
7
(1), 26.
Jones, J. A., Smith, S., & Royster, M. (2017). The scavenger hunt as an active learning technique.
NACTA
Journal
,
61
(1), 94.
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103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
Larsen, C., Walsh, C., Almond, N., & Myers, C. (2017). The “real value” of field trips in the early weeks of
higher education: the student perspective.
Educational Studies
,
43
(1), 110-121.
Lederman, J. S. (2011). Levels of inquiry and the 5 E’s learning cycle model.
Best Practices and Research
Base
.
Pearson, W., & O’Neill, G. (2009). Australia Day: A day for all Australians?. In
National Days
(pp. 73-88).
Palgrave Macmillan, London.
Roach, A. (2020). Considerations for cultural safety in the classroom.
Archie Roach Stolen Generations
Resources.
ABC Education. Retrieved from
https://education.abc.net.au/home#!/media/3716966/considerations-for-cultural-safety-in-the-
classroom