Dear parents and carers,
What?
In HASS this term, students will be learning about our role as citizens in our world in the context of issues faced by children
across different times and in different countries (Harcourt & Keen, 2012). We will be looking at children
being held in detention on Nauru, and the experiences of children from the
Stolen Generations. Why?
This links to our
studies in Civics and Citizenship, and History. Students will discuss and form opinions on
our role in society, both locally and globally. As citizens of the world, we can help make it the kind of place we want to live in. This links to HASS key concepts
Students will be learning about local and global citizenship, looking at different viewpoints on topics, and gathering information to inform their learning.
Students will be learning about local and global citizenship, looking at different viewpoints on topics, and gathering information to inform their learning.
Students will develop
their reflection skills when faced with issues, preparing them to make informed
decisions as citizens in our world. This will increase students' ethical and
intercultural understanding of the world around them, giving students the skills
to become active participants in their world (ACARA, 2016a).
We will be gaining an
appreciation for the Cross-curriculum priority of Aboriginal and Torres StraitIslander Histories and Cultures.
How?
Our learning begins with
the film, The Rabbit Proof Fence. Students will consider differences in their
own lives and the lives of children in different times and places. Students
will choose an high power inquiry question and begin gathering information (Serrat,
2017). Through various sources students will experience different viewpoints
and perspectives (Molina-Giron, 2016).
We will discuss issues
raised from our findings. Students will make a video log or journal imagining
they are a child that has no citizenship rights or safe place to call home.
They can present from a mixture of differing viewpoints such as an aid worker,
government member, or the individual child (Gilbert & Hoepper, 2017). We will write a letter to the newspaper sharing our feelings on the topic of child detention.
Students will be
encouraged to consider our role as global citizens.
What does this
mean?
What can we do?
Here's how you can help...
It is my hope that
through our studies we will be a more informed, understanding and reflective
class on our rights and responsibilities as citizens. As parents and carers,
you can support your child in the following ways:
Discuss with them any
current news topics based on citizenship rights.
Share about your
experiences as a citizen.
Be prepared to consider
alternate viewpoints to your own.
I am aware that the detention of children may be a difficult topic for some students to discuss, considering diverse backgrounds and experiences. However, I consider these stories and experiences invaluable to our learning and empathetic understanding (Henderson, 2010). I also understand that some things may be too much to share in a classroom setting. Please do not hesitate to contact me if there are any queries or concerns at all.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016a. General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016b. Cross-curriculum Priorities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/
Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018. HASS. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass/
Harcourt, D., & Keen, D. (2012). Learner engagement: Has the child been lost in translation?. Australasian Journal of Early Childhood, 37(3), 71.
Henderson, D. J. (2010). Civics and citizenship education in the national history curriculum: conducting the same music or rehearsing an incomplete tune?. Social Educator, 28(1), 18-26.
Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship (6th edn.). Southbank, VIC: Cengage Learning.
Molina-Giron, L. A. (2016). Civics is largely about politics: The possibilities and challenges of a citizenship education pedagogy that embraces democratic politics and recognizes diversity. International Journal of Multicultural Education, 18(1), 142-157.
Serrat, O. (2017). Asking effective questions. In Knowledge Solutions (pp. 889-895). Singapore: Springer.
Well done Sarah! I really like the emphasis on current local and global issues. I especially like that the video log will require students to demonstrate empathy, a powerful tool in Civics and Citizenship education.
ReplyDeleteI wonder if there is a way for your students to take action in current issues to build on the learning in the classroom? Could they write letters to the government? Is there any fundraising or raising awareness that they could do? I would think that your students would be very excited to do something practical after developing their empathy.
I also really like the use of Rabbit Proof Fence as a launch pad for the inquiry, as well as your consideration of the fact that this may be a difficult topic for some children.
Marcus
Hi Sarah, a great post! I love the clean and clear layout that makes it easy to follow and read. Can I just point out that you have 'terms' instead of term in the first sentence!
ReplyDeleteI like that your 'What' focuses on issues that are relevant now and also relevant to children. In your 'Why' you have said they are learning about local and global citizenship, can you expand further as to why this is important?
I think it is a great idea to use a contemporary film as a stimulus.
I really appreciated that for parents you have explicitly said to 'be prepared to consider an alternate view' and topics such as these can stir up all sorts of conversation! As you have said, it may bring up strong memories or opinions for the parents and/or children so it is great that you have offered yourself for conversation.
Well done Sarah!
Kelsey
Thanks for that, I've changed it to term!
ReplyDeleteHey Sarah, I really love how clear your blog post is. Before parents read the entire blog, they will be able to know exactly what it is going to be about with your 'what', 'why', 'how', and 'here's how you can help'. I feel Rabbit Proof Fence is an excellent film that will definitely stir up a lot of different views and opinions from the parents and even the students, but this will also allow students to create their own perspectives ethically and interculturally. Well done!
ReplyDeletePearl