- A2 Folio part B 2023
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Arts Humanities
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Dec 6, 2023
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103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
EDU10005– history
Assignment 2: Folio part 2B
01/02/2021
-
Inquiry question:
What makes a place special? (Australian Curriculum, Foundation Year).
Lesson 1:
Are we there yet? By Alison Lester |
Engage
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
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 3:
Care for our area
|
Explain
A PowerPoint with a range of places all over the globe will be shown and the children will infer the
ways in which these places are cared for by others or ourselves. Introducing the animals that may live in these
places, the people and how these beings work together to care for this special place. This will build a
foundation for drawing “simple conclusions based on discussions, observations and information displayed in
pictures…” (ACARA, ACHASSI008, 2018a, v.8.4). We will then look at how we can care for our learning
space and make a classroom plan for ‘caring of our area’. This directly links to content descriptor
ACHASSK017 – “The reasons why some places are special to people, and how they can be looked after”
(ACARA, 2018a, v.8.4).
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
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
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).
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.
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
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
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103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
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).
Moreover, the benefits of these out-of-classroom learning experiences would not be as successful
without a theoretical basis for students (Fraser, 2012). I believe that these out-of-classroom learning
experiences need to be taught in conjunction with formal teaching within the classroom, to ensure students
receive both practical and theoretical forms of teaching. I also trust that it would be awfully difficult to assess
each and every child in accordance with Australian Curriculum content descriptors based on these outside of
classroom experiences without the theory to prove alongside it. Laying a foundation with explicit teaching in
the classroom to then expand and extend learning to outside the classroom is a fantastic approach to teaching.
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
For example, it would be essential to teach students how to compose a letter to then introduce them to
writing to a pen pal elsewhere in the country or world. Without this foundation knowledge, the learning
experience would not hold the same effect. It would also work in reverse, for instance to introduce a topic
such as a community based clean up to then look at the effects of litter and waste later in the classroom and
to help understand and reflect on why cleaning up is important in the community.
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.
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.
103018336
– Jenna Wanefalea
Teaching the Humanities
Assignment 2: Folio part 2B
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
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