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.
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.
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