What
children are learning?
The learning that your
children are undertaking or will undertake in future endeavors falls under the
subject of Civics and Citizenship in the Australian Curriculum. In other words, the education of children to
live in a democratic society such as Australia.
Currently, your children
are responding to the threat of the local Hazelwood Power Station, and the
emergence of Wind farms around the local area. Students are learning about coal
power versus renewable energy and the consequences to environment and
society. Discussion will progress to
more formal debate next week for and against coal energy. Within each group, students will then compose
a newspaper article that will be published in The Star Newspaper in column 7.
Our aim is to start with
local issues and progress to issues that affect our country e.g. Aboriginal
rights and then global issues such as asylum
seekers.
As you would gather, these topics tend to be controversial and
that’s ok, this is a prime opportunity for learning valuable skills for
everyday life and a source of interest.
Why
are they learning?
We take a lot of pride in
educating the whole child, to foster the knowledge, skills, values and actions
that are required to live a happy and healthy lifestyle within a community and
society. Healthy societies are dependent
on the active engagement of the people in it. We care for your children’s
future, giving them skills to make a difference, have a voice. Developing skills in reasoning, critical
thinking, empathy and acceptance of others and different views. Ultimately giving students a sense of
empowerment and to know that they can be agents of change.
How
are they learning?
Active participation is
vital for the success of learning in this unit where students are doing, rather
than receiving. The first step is to
look at the issue in the intention that everything unfolds from here- critical
thinking, discussion, reasoning, debates and then actions. Importantly, the learning
is nestled in the broader school environment, a democratic one. An example is our weekly classroom meetings
where they are structured so everyone gets a say and contributes to the running
of the classroom. Lastly, it’s important
to realise that controversial topics are opportunities to develop vital
skills. As teachers our role is to
present facts on both sides and not influence children one way or another.
These opportunities for
learning will be nurtured in a safe, respectful, accepting, sensitive
environment where students and their diverse backgrounds are acknowledged and
embraced.
How
parents/carers can support their child’s learning?
We are aware that family life outside school hours can be hectic. You may be able to help your child
with any projects they are doing and that's a bones. If not, they have ample time in class to complete
them so don't worry. We do encourage you to discuss topics with your child and be available to answer any questions should they arise. Encourage their voice and their view and ask them questions. Get them to further explain something, or extend their thinking. If you disagree, listen, then state your few. We want them to be able to articulate and express themselves in a confident, expressive way.
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References
Australian Curriculum Assessment & Reporting Authority.
(2012). Australian Curriculum:
History.
Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-
social- sciences/history/rationale
Brett, P. (2016). Civics and Citizenship Education (CCE)
-What’s it all about? (Part 1)
[Video link].
Retrieved from: https://mylo.utas.edu.au/d2l/le/content/178687/view
Content/2133838/View?ou=178687
Brett, P. (2016). Putting into Practice transformative
Citizenship Education (Part ) [Video
link]. Retrieved
from: https://mylo.utas.edu.au/d2l/le/content/178687/view
Content/2133838/View?ou=178687
Gilbert, R., Hoepper, G. (2011). Teaching society and environment. Melbourne:
Cengage Learning
Australia Pty Ltd.
Reynolds, R. (2009). Teaching
studies of society and environment in the primary school.
Melbourne: Oxford University Press.
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