crawford.deborah_blog1: 2016

Thursday, December 1, 2016

1.3 Asia/Global education

Global awareness: China

What children are learning

Children are engaging in global education, learning about our Asian neighbours and Australia’s engagement with Asia, focusing specifically on China.

At this level, through Humanities and Social Sciences, History, children develop knowledge and intercultural understanding of China through cultural celebrations at significant dates and seasons. For example, this year, February 8th is the date to celebrate the Chinese New Year. Our class is excited about discovering the many similarities in daily life that exist between our countries and the history we share. Children are learning about China’s traditional food and festivals, its flag, fashionable clothing and significant people. Through Geography, they are learning about prominent locations, in addition to natural and managed features in regions of China. They are also discovering activities that take place in specific locations, using Google earth, and giving possible reasons for those activities. Children are amazed that the Great Wall of China can be seen from space. In the process, children learn something about what it means to be global.

Why they are learning

An important goal of education, in a globalised world, is for children to appreciate the wider, international community, develop intercultural understanding and gain awareness of Asia along with Australia’s engagement with Asia. Cultivating understanding of our interdependence, knowledge, and skills in these areas helps children develop as mature and active, informed global citizens.

How they are learning

Children are naturally curious about people and cultures from other areas around the globe. Picture books are a great starting point to stimulate discussion. For example,

It is useful to find out what children already know about a topic through brainstorming, discussion or through drawing. It is important to address misconceptions, challenge stereotypes sensitively and consider multiple perspectives. Watching relevant film clips helps children to understand what they are investigating. For example,

What does it mean to be global?

We are:

· Learning interesting facts to discuss in …

China fun facts

Exploring Asia Education Foundation resources. For example, Chinese celebrations, holidays and festivals.Children are posing inquiry questions about events, objects, and the people of China or different places of significance to investigate. I am sharing my travel experience to the Great Wall of China.

Children are excited about making:

Chinese lanterns
Chinese dragons
Chinese flags
The Great Wall of China

How parents/carers can support their child’s learning

If you are able to share your knowledge of living overseas or your personal travel experiences of any Asian countries, I would encourage you to make contact with me, to arrange a time to share with the class. Children benefit from visitors sharing authentic and meaningful experiences.

Find out what an Asia-capable school looks like
Explore ‘Parents’
Test your knowledge of Asia

References

Asia Education Foundation (n.d.). Chinese celebrations, holidays and festivals. Retrieved from http://www.asiaeducation.edu.au/curriculum/details/celebrations-holidays-and-festivals

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016 a). The Australian Curriculum: Cross-curriculum priorities (v.8.2). Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia- s-engagement-with-asia/overview

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016 b). The Australian Curriculum: Humanities and Social Sciences (v.8.2). Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1

Chard, S. (2004). The Project Approach. Retrieved from
http://illinoisearlylearning.org/tipsheets/projects-phase1.htm

Cheng, C. (2016). New Year Surprise! Canberra, ACT: National Library of Australia.

Cheng, C. (2016). New Year Surprise! [Image]. Retrieved from https://www.google.com.au/search?sclient=psy- ab&site=&source=hp&q=New+year+surprise%21+book&oq=New+year+surprise%2 1+book&gs_l=hp.3...0.0.0.134.0.0.0.0.0.0.0.0..0.0....0...1c..64.psy- ab..0.0.0.ohqdu6fX8wk&pbx=1

Commonwealth of Australia (2008). Global Perspectives: A framework for global education in Australian schools. Retrieved from
http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf

DiOrio, R. (2010). What Does It Mean To Be Global? Retrieved from
https://www.youtube.com/watch?v=4m9Sq_sirrQ

Dyer, J. (2010). Shifting constructs of global education: The role of travel in meeting new challenges for teachers. The social educator, 28 (2), 4 – 11. Retrieved from
https://mylo.utas.edu.au/content/enforced/178687AW_EED_16S5_12888_1_0_0_1_1 /Dyer_Shifting%20constructs%20of%20global%20ed_2010.pdf?_&d2lSessionVal=L LHe2OI76or8iBCWyGEsznjZx&ou=178687

Google Earth (n.d.). Search google maps. Retrieved from https://www.google.com.au/maps/Killen, R. (2013). Effective Teaching Strategies. Retrieved from
https://mylo.utas.edu.au/content/enforced/178687AW_EED_16S5_12888_1_0_0_1_1 /Ch%2011%20Killen%20(2013)_inquiry.pdf?_&d2lSessionVal=TZQCmbnWF35Ogt 53oXHzdwhpg&ou=178687

Merryfield, M. (2002). The difference a global educator can make. Educational Leadership, 60 (2), 18 – 21. Retrieved from
https://mylo.utas.edu.au/content/enforced/178687- AW_EED_16S5_12888_1_0_0_1_1/difference%20global%20educator%20can%20m ake_merryfield.pdf?_&d2lSessionVal=LLHe2OI76or8iBCWyGEsznjZx&ou=178687

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_Educat ional_Goals_for_Young_Australians.pdf

MocomiKids (2014). China Fun Facts | Mocomi Kids. Retrieved from
https://www.youtube.com/watch?v=u4H-x-j-shQ

Skelton,M., Wigford A., Harper P., & Reeves G. (2002). Beyond food, festivals and flags. Educational leadership, 60 (2), 52-55. Retrieved from https://mylo.utas.edu.au/content/enforced/178687AW_EED_16S5_12888_1_0_0_1_1 /beyond%20food%20festivals_skelton.pdf?_&d2lSessionVal=LLHe2OI76or8iBCWy GEsznjZx&ou=178687

Thursday, November 24, 2016

1.2 Sustainability

Education for sustainability

What children are learning

Sustainability has been the focus of Geography lessons in Humanities and Social Science over recent weeks. The children have been investigating natural, managed and constructed features at different geographic locations, starting with our school. They have looked at how locations change over time and considered how a specific place is cared for.

Why they are learning

Check this film clip:

The Melbourne Declaration includes sustainability as a key understanding for children to develop. Sustainability is a cross-curricular priority in the curriculum that is crucial in supporting children to develop knowledge and skills to inspire them to think and act responsibly to maintain life on earth. It is an important starting point for them to learn something about the delicate balance between ecological, social, cultural and economic factors. Systems can work together when people are willing to compromise and think creatively. Children need to learn three key concepts: that each system is dynamic and interdependent; perspectives vary on ecosystems and what is considered just; and the need for more equitable sustainability. Education for sustainability empowers children to build awareness so they can take action, as individuals in the present and equips them to create more sustainable solutions for the future.

How they are learning

· Read, Uno’s Garden by Graeme Base to start the discussion.

· Watch the fairy story (above)

· Learn what ‘sustainably’ means

Through Geography, children explore inquiry questions relating to sustainability to develop a deeper understanding of the issues of sustainability. For example:

· ‘What are the different features of places?’

· ‘How can we care for places?’

· ‘How have the features of places changed?’

Through a range of images on the interactive whiteboard and outside the classroom around the school, children explore ways to achieve a people/school environment balance. Hopefully, in the process, children will use problem-solving skills to develop ideas to achieve greater sustainability. They were interested in pinpointing their location through geospatial digital technology, such as Google earth, through maps satellite images and street views. Exploring places and how they change lead children to develop further inquiry questions about how places can be cared for and by whom.

Learning to carefully observe, describe and interact meaningfully with local features helps children develop an understanding of ‘recent erosion, revegetated areas, planted crops or new buildings’…‘bushland, wetland, park or a heritage building.’

How parents/carers can support their child’s learning

Embedding sustainable principles across the Year 1 curriculum is only part of the solution. You can help children to see that sustainability is a practice to pursue. You can join in on the fun promoting sustainability by:

· Turning off unnecessary appliances

· Creating a worm farm

· Growing your own vegetables

· Recycling

· Cloth shopping bags

· Car-pooling

· Shorter showers

· Visiting

References

Thursday, November 17, 2016

1.1 Civics and Citizenship – Teaching sensitive/controversial issues as active citizenship

Respect for diversity

What children are learning

Our Kindergarten class have been learning about diversity. So what does exploring diversity look like at this age level? Basically, children discover ways people are both alike and different. We may consider ethnicity, race, culture, language, religion, gender and physical differences and similarities, in relevant, authentic and meaningful ways. We celebrate our differences in the process.

Why they are learning

You may be wondering why that is important at such an early age. The Melbourne Declaration on Education Goals for Young Australians requires children to be supported to become active and informed citizens. That goal is clearly visible in the Early Years Learning Framework (EYLF) learning outcomes, where children learn to connect and contribute to their world. We need to be mindful that children are already citizens making sense of their world, in some form, right now. Knowledge of diversity supports children to understand differences and helps them recognize similarities. Teaching children to be accepting of diversity is part of citizenship education. It is important to provide opportunities for children to develop the knowledge, understanding, and skills to participate in meaningfully and relevant ways. It is vital to respect others views to enable a more democratic community, where people are treated with consideration, regard and respect.

You may recall some principles and practices of the EYLF mentioned in previous blogs and pictured again for you below. The principle, ‘respect for diversity’ links with the practice of developing ‘cultural competence’. Responding to diversity with respect, contributes to developing a sense of identity and belonging is central to the idea of becoming active citizens.

How they are learning

As a springboard, we read an age appropriate picture book: Whoever You Are by Mem Fox. ‘What do you know about diversity?’ was posed.

Together, children worked out what they knew about diversity and what they wanted to learn more about.

Later, we viewed ...

Everyone enjoyed dressing up for role play.

Another day we:

Read, It’s okay to be different by Todd Parr

Spent time discussing images in ...

...then used puppets to explore developing understandings.

Brainstormed ideas to raise awareness

We plan to:

Make posters

Learn the song below for assembly (see Appendix)

How parents/carers can support their child’s learning

As partners in your child’s learning, we want to encourage you to get in volved as active participants celebrating diversity. The site may give you some ideas to discuss with your child.
I have chatted informally with some of you at pick up, to gauge interest in visiting our classroom. You may want to share your culture through cooking sessions and talks about your family customs, traditions, and religious celebrations. Please let me know if you are willing and have time to commit. We plan to go on an excursion to the local Indian restaurant in the next few weeks to indulge some traditional food. We invite you to attend our assembly at the end of the month to hear our new song and see the posters to promote awareness. With your support and encouragement children can contribute to civic life.

References

Australian Human Rights Commission (2016). Colours of Australia - song about diversity in Australia. Retrieved from https://www.youtube.com/watch?v=eXW1ntCxCOk

Candyseed Stories (2015). The World's Family (An Embracing Culture Story. Retrieved from https://www.youtube.com/watch?v=ni_at59TzMA

Cojohari, .N (2009). Diversity for children. Retrieved from https://www.youtube.com/watch? v=WZkXB7eKqPM

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being & becoming: The early years learning framework for Australia. Retrieved from http://foi.deewr.gov.au/system/files/doc/other/belonging_being_and_becoming_the_e arly_years_learning_framework_for_australia.pdf

Education Services Australia (n.d.). Civics and citizenship education: For parents. Retrieved from http://www.civicsandcitizenship.edu.au/cce/for_parents,22590.html

Fox, M. (2007). Whoever You Are. San Diego, CA, United States: Harcourt Children's Books.

Mac Naughton, G. Hughes, P and Smith, K. (2008). Young Children as Active Citizens:Principles, Policies and Pedagogies. Retrieved from http://www.cambridgescholars.com/download/sample/61567

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_Educat ional_Goals_for_Young_Australians.pdf

Tudball, L., & Brett, P. (2014). What matters and what's next for civics and citizenship education in Australia? The Social Educator, 32(2) 4-15.

United Nations Children’s Fund (2006). A Life Like Mine: How Children Live Around the World. New York, United States: DK Publishing.

Appendix

Song lyrics

I spy with my little eye

Blue and grey and green.

Open, blinking,

Wide and winking,

The loveliest eyes I’ve ever seen.

I see colours, colours everywhere!

The colours of Australia, the beauty we all share.

I see colours, colours everywhere!

So let’s hold hands and show we care.

I spy with my little eye

Blonde and black and red.

Straight and long,

Curly and strong,

Different hair on different heads.

I see colours, colours everywhere!

The colours of Australia, the beauty we all share.

I see colours, colours everywhere!

So let’s hold hands and show we care.

I spy with my little eye

Peach and tan and brown.

Cheeks and noses,

Fingers and toes,

Beautiful skin is all around.

I see colours, colours everywhere!

The colours of Australia, the beauty we all share.

I see colours, colours everywhere!

So let’s hold hands and show we care.

We’re lucky to live in a colourful world,

With friendly boys and friendly girls,

We all look different but on the inside,

We have the same heart and we wear it with pride!

I see colours, colours everywhere!

The colours of Australia, the beauty we all share.

I see colours, colours everywhere!

So let’s hold hands and show we care.

So let’s hold hands and show we care.

So let’s hold hands and show we care.