1.3 Sustainability

What children are learning?  

                                                                                           

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What a busy week in grade 6.  Your children have been working hard on a coral reef bleaching activity.  In this computer based activity, students have downloaded, graphed and analyzed authentic satellite temperature data for coral reef sites around the world. The activity includes a mapping component where students have worked individually on one particular coral reef location, the findings for the whole class have been summarized on a set of world maps.

  

Tomorrow we are observing global trends in the data and next week, students will evaluate and summarize the threat to coral reefs from heat stress. Presenting their findings to the class. 

   

This learning is part of our school ethos and a reflection of the Australian Curriculum Humanities and Social Sciences. Sustainability is a Cross Curriculum priority, it is embedded across the entire curriculum. Among other things, it addresses the ongoing capacity of Earth to maintain all life. In this case it is nestled in the subject- Geography.  ICT (Information Computer Technology) is also a component of this activity and reflected in Digital Technologies within the curriculum.

Why are they learning?

Under our “Learning to care, caring to learn” motto, sustainability is one of the schools many initiatives.  An overarching purpose is for students to consider the impact of human society on environment.  To develop the knowledge, skills and values for people to act in ways that contribute to more sustainable patterns of living. The essence of this activity is that it gives students the skills to obtain data, it builds their knowledge on sustainability and current issues and fosters the opportunity for them to become informed citizens in society. An example of the fundamentals in the Australian Curriculum Cross-curriculum learning is:

•  Participating critically, acting creatively in determining more sustainable ways of living. 

    

How are they learning?

        

This activity is one of many using Geospatial Technologies.  Geospatial Technology is the collection or processing of data that is associated with location. Students learn through: questioning, researching, analyzing, evaluating, reflecting and communicating.  Using the overarching question of:         

•   What is the impact of human society on the environment?

This is based on the inquiry method.  It works on student’s curiosity which leads to understanding as the foundation for action. 

   

Why use ICT? It is well known that the appropriate use of computer programs promotes student interest and engagement.  Also increasing critical thinking skills, reasoning skills and spatial abilities.

    How parents/carers can support their child’s learning?

I cannot emphasize enough that parent involvement in their child’s education is a key contributor to academic success.  We ask that over the weekend, you help your child analyze the data they have collected, and identify global trends. Be curious about their work, ask open ended questions, extend their thinking and ask their opinion on what they have found. 

    

There will be a class presentation for students to showcase the information they collected. Parents are invited to attend.  

 uncw.edu

References

 Australian Curriculum Assessment & Reporting Authority. (2012). Australian Curriculum:

     HASS. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-     

     social- sciences/history/rationale

Australian Research Institute for Environment and Society. (2014-2016). Education for

     Sustainability. Retrieved from: http://aries.mq.edu.au/about/education_for_

     Sustainability_processes/

Coleman, B. (2016). Embedding ICT and sustainability in geography (Part 1) [Video link].  

     Retrieved from: https://mylo.utas.edu.au/d21/content/178687/viewContent?2133841/

     View?ou=178687

Department for children, schools and families. (2008). The impact of parental involvement

     on children’s education.  Retrieved from:http://www.ucy.ac.cy/nursery/documents/ThemaV

     domadas/DCSF-Parental_Involvement_1.pdf

 Gilbert, R., Hoepper, G. (2011). Teaching society and environment. Melbourne:     

     Cengage Learning Australia Pty Ltd.

Henderson, M., Romeo, G. (2015). Teaching and digital technologies. Port Melbourne,

     Victoria: Cambridge University Press.

Howard Hughes Medical Institute. (2016). Coral bleaching activity. Retrieved from:

     http://www.hhmi.org/biointeractive/coral-bleaching-activity

Reynolds, R. (2009). Teaching studies of society and environment in the primary school. 

     Melbourne: Oxford University Press.

1.2 Aboriginal and Torres Strait Islander history and culture

Grade 3 Learning

What children are learning?

   

     Over the upcoming weeks in grade 3, and as part of the Australian Curriculum- History under Humanities and Social Sciences, students will learn about Indigenous heritage and culture of our local area, how it’s changed and remained the same.

They will also be engaging in work that teaches them the importance of country and place to Aboriginal and/or Torres Strait Islander Peoples.

     Earlier this year, students were introduced to the Gunai/Kurnai people of Gippsland through opening the Learning Stones Project. A project promoting and celebrating Aboriginality.  We will now extend this learning through  exploration of a significant Aboriginal elder -Albert Mullet.  Known for his skilled craftsmanship of shields, boomerangs, artefacts including the Boorun canoe made out of bark, an age old tradition practiced in this area.

Why are they learning?

   

  LPS is commitment to increasing knowledge/ understanding of the histories, cultures and experiences of Aboriginal and Torres Strait Islander people as the First Peoples of Australia.  It is not only embedded within the Humanities and Social Sciences subject, it is a Cross Curriculum Priority, embedded within the whole curriculum. 

     It provides opportunities for students to deepen their knowledge of Australia’s history by engaging with the world’s oldest continuous living cultures. Also fostering an inclusive learning environment, one of diversity, acceptance, understanding and acknowledgment.  

How are they learning?

   

  We consider it important that Indigenous perspectives, culture and history are embedded into the curriculum in authentic ways.  Students are active recipients of their learning, they get to listen, see, experience and create.  We pride ourselves on inquiry based learning, centred on key questions that stimulate thinking and interest. An example:

·         What is the nature of the contribution made by different groups/ individuals in the community?

     John Murray, Koorie Engagement Support Officer and elder will speak to the children about the local Aboriginal history.  As we value student input there will be substantial time  for children to ask questions. Students will also have free time to explore the ‘Dust Echoes’ website.  This has Dreamtime stories from Arnhem Land, it’s beautifully animated.

     We then have an excursion to the Krowathunkooloong Cultural Museum, providing students with information about Indigenous history and culture of the Gunai/Kurnai people. Students will follow up this excursion with a report on the experience.    

      Finally, ‘Grandpa’, a Gunai/Kurnai elder will show the students artefacts including shields and bark structures.  The students will then design and make their own bark structure using resources.   

How parents/carers can support their child's learning?

     

     We ask that wherever possible you help your child with mini projects they may bring home over the next few weeks.  This may include looking up information.  Please know that all parents are invited to the guest speaker presentations.  We encourage parents to come along and help their child make the bark structures together.  We would appreciate your support with the learning that will take place.

(ACARA, 2015)

References

Ashman, A., Elkins, J. (2012). Education for inclusion and diversity. NSW: Pearson

     Australia.

Australian Curriculum Assessment & Reporting Authority. (2012). Australian Curriculum:

     History. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-     

     social- sciences/history/rationale

Gilbert, R., Hoepper, G. (2011). Teaching society and environment. Melbourne:     

     Cengage Learning Australia Pty Ltd.

Learning Stones. (2016). Learning Stones. http://www.learningstones.com.au/about/

Reynolds, R. (2009). Teaching studies of society and environment in the primary school. 

     Melbourne: Oxford University Press.

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010). Learning for  

     teaching, teaching for learning.  Australia: Cengage Learning Australia Pty Limited.