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At times, students will leave the classroom as a method of engaging and deepening understanding. Pickford, Garmer and Jackson reinforce this
idea in their work enquiry outside the classroom whereby they state Learning outside the classroom can motivate the children in their learning;
learning outside the classroom through enquiry, fully engages and challenges the children, ensuring real learning takes place (2013, P. 39).
There are two excursions within the unit; a neighbourhood walk utilizing their 5 senses and a local community environment farm that educates
children on waste management. The reasons why these excursions have been included is explained by Pickford, Garmer and Jackson who say
The very best learning in both geography and in history occurs throughout first hand experiences, when children are active learners, engaged in
process of enquiry, posing and answering questions (2013 p. 40). The excursion aims to foster responsibility for their environment and to take
ownership of our neighbourhood.
Community helpers in our neighbourhood are introduced as means of connecting the personal and social aspects of community. Creating a sense
of community is important as we are helping the students realise that a community is more than just a location, or a collection of individuals
who happen to live or work in the same place (Touhill 2012, p. 1), we are teaching our neighbourhood is unique because, everybody is different
and everybody has different roles to play in our community.
Central to this idea is the giant neighbourhood map. As the weeks continue, creations from lessons will be added to the neighbourhood map. The
neighbourhood map not only creates a visual connection to our location but helps forge the connections of identity and belonging. The class map
creates a positive educative experience as it is valuable for children to feel part of a wider community that extends beyond the learning
environment (Touhill 2012, p.1). Moreover, as children grow and develop, connections to the outside world help them to find their place in the
world. These connections have been made visible and collaborative as involving children wherever possible in such connections makes the
experience meaningful in the childs eyes. (2012 P. 2)
Focus has been given to exploring student diversity in our very own classroom, school and neighbourhood. Students have been asked to compare
the similarities and differences of our classrooms cultures as a method of introducing the deeper concepts seen in Civics and citizenships
whereby it states, students to have An appreciation of the uniqueness and diversity of Australia as a multicultural society and a commitment to
supporting intercultural understandings within the context of Australian democracy (MCEETYA 2006 p. 2).
As our present community represents many nationalities and cultures it is important that our teaching and activities reflects this. Therefore,
topics within the unit include, diversity of cultures and indigenous cultures. The significance of teaching Indigenous culture is enforced by the
Australian Curriculum where it is a cross-curricular priority. It states The Aboriginal and Torres Strait Islander Histories and Cultures priority
provides opportunities for all students to deepen their knowledge of Australia by engaging with the worlds oldest continuous living cultures
and furthermore students will learn the Indigenous community to be strong, resilient, rich and diverse (VCAA 2016).
Indigenous culture, combined with the understanding of diversity, is an essential element to learning the heritage of our local community and
furthermore ensures that schooling contributes to a socially cohesive society that respects and appreciates cultural, social and religious diversity
(Melbourne Declaration 2008, p. 7).
Learning intentions:
Key Understandings (knowledge) Key concepts and skills
At the end of this unit, students will understand that: At the conclusion of this unit students will be able to:
1. A single individual is connected to various forms of communities; Analysing breaking down the parts of our local
family, school and local etc. community and how they fit together.
Comparing & Contrasting The past and present
2. A community is built up of a variety of different people with a range
of skills and needs. local community
Describing our family, school and local community
3. A community is built up of a variety of different places which have and its features
great significance to community members.
Creating class map, family tree, personal cut out
4. A community can change over time. Problem Solving possible solutions and
5. A community environment needs to be sustained through active consequences for community members not
care from community members. completing their job.
6. A community has cultural heritage Listening actively in group work, class discussions,
explanations and activities
Using technology research, representing places in
our neighbourhood using various mediums
Writing of information reports, personal
reflections
Team building group work, collaborating, class
discussions
Resolving Conflict working cooperatively with
others.
Natural, managed and constructed features of Identify and describe the features of places at a local (VCGGC057)
places, their location and how they change (VCGGK068) scale and how they change, recognising that people
describe the features of places differently
Representation of the location of places and their (VCGGK063) Collect and record geographical data and information (VCGGC060)
features on maps and models, including a globe, from the field and other sources
and the location of the major geographical divisions
of the world in relation to Australia
Intercultural
Identify what is familiar and what is different in the ways culturally diverse individuals and families live (VCICCB001)
Identify and discuss cultural diversity in the school and/or community (VCICCD003)
(Turner, 2015)
(VCPSCSE009)
2. A community is built up of a
variety of different people with Session 1
a range of skills and needs. Teacher introduces the top to explain that our
neighbourhood incorporates our:
- family community
- school community
- local community
Using paper cut outs students:
1. Personalize their cut-out to reflect themselves.
2. Add one personal strength that helps their family
3. Placed it on the Neighbourhood Map to show
3. A community is built up of a where each child is located in our community. (Clipart, 2016)
variety of different places which (VCICCB001)
have great significance to
Session 2
community members. (VCICCD003)
Read the great big book of families a story that illustrates
how families come in all shapes and sizes and celebrates (VCHHK059)
diversity.
1. In a speech bubble, students write what their
family celebrates (traditions e.g. Easter, lent etc.)
as well as their families hobbies.
2. The speech bubble is then stuck next to their
person on the neighbourhood map.
(Booktopia, 2015)
(VCHHK062)
Session 3
Students make a family tree in the form of a house. Inside
the house, students represent every person who lives with
them, including any pets. After a class discussion about
each students house they will be placed around the
classroom for display.
(Krokotak, 2016)
Session 3
Having completed the community/nature walk.
- Class discussion is conducted about what we saw/
(Teachers Pay
noticed on the walk.
Teachers, 2015)
- Students unpack, what is in our neighbourhood?
- My nature walk activity sheet is filled in
Session 3
What jobs do our parents/caregivers do? Circle time on
(VCHHC057)
the floor
- students take it in turns to explain what their
parents do for a living.
- Students will go and write a 2-3 sentences about (Levin, 2016)
how their parents help their community in their
workbooks.
WK 5 2. A community is built up of a Session 1 & 2
variety of different people with Students are broken into 5 groups and are assigned one (VCPSCSO014)
a range of skills and needs. community helper each to inquire about.
(VCHHC057)
1. Nurses
3. A community is built up of a 2. Garbage collector
variety of different places which 3. Policeman/women
have great significance to 4. Postman
community members. 5. Mechanic
Students use their ipads to research their community
helper. Next students construct a lapbook to display the (Clip Art, 2015)
information found. Students are researching: (Ture Local, 2013)
- What does this person do? (Szuflak, 2013)
(Drezhlo, 2014)
- How do they help the community?
(Lapbook adapted from Andrea Knight from Teachers Pay Teachers) (123RF, 2016)
(Images representing each community helper is added to map)
Session 3
35 minutes - finishing lapbook
25 minutes - students present their findings about their
groups job to the class.
3. A community is built up of a
variety of different places which
have great significance to
community members. (Edith Cowan
University, 2012)
4. A community can change
over time. Session 2 (VCGGK066)
Discuss how Indigenous symbols link to elements of their
6. A community has cultural
community. Students transfer these symbols onto their (VCPSCSO014)
heritage. class community display, and provide a legend for other
community members as a reference.
(VCGGK066)
(VCICCD003)
Session 3
Students are introduced to the Kulin Nation and the (Geoffrey Bardon, 2016)
Woiwurrung tribe. Students will map the Kulin Nation on
a Victorian template and mark their community. The
teacher will provide a model to scaffold student learning.
(Minutes of Evidence,
2013)
(Russell, 2016)
MCEETYA 2006, Statements of Learning for Civics and Citizenships, Curriculum Corporation, retrieved 31 August 2016, <
http://www.curriculum.edu.au/verve/_resources/Civics_SOL06.pdf>.
Morris, G 2010, Messing about in the environment- the foundations of living geography?, Primary Geographer, vol. 95, no. 3, pp. 28-29.
Pickford, T, Garmer, 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.
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