Citizenship learning in the context of a Geography topic

As part of civics and citizenship for your year three’s we will be discussing our similarities and differences based on our backgrounds. As we are a diverse school, it is a great opportunity for us to share where our families are from in the world. 

We will begin this area of learning by completing a think, pair, share in partners about what each child does in their daily life. Students will be able to see that some things may be similar, yet there will be differences too, something which is important for students to understand.

Together as a class we will watch a presentation on the day in the life of a Japanese student, which demonstrates clear similarities and differences, for example in Japan students are provided and all eat the same lunch at school, whereas in Australia we bring our own.

(Pixabay, 2019).

Our focus will then shift to significant places for different people all over the world. We will discuss Aboriginal and Torres Strait Islander individuals as required by the curriculum. Indigenous people discover their identity through their connection to the land (Gilber & Hoepper, 2014). We will identify that for Aboriginal people, our land is sacred to their culture (Korff, 2019). It is important that students begin to understand how individuals feel about the significant places in their region. I will be completing a short but important activity where I will ask students to think about their favourite place in the whole world. I will ask them to think about how they would feel if someone destroyed it or showed little respect towards their significant place. This activity will aim at demonstrating why it is important to protect those places of significance. 

(ACARA, 2018)

As parents, grandparents and carers it would be helpful if students could talk to you in relation to your family’s background including daily life in your country, social norms that influence rules, who decides the rules of your country i.e.: The Government and significant places in i.e. a building or a church. Collecting photos or items for sharing with the class would also be helpful in our learning. I ask that you please photocopy the photos in which you let your child bring into class, to prevent any damage to the originals.

(ACARA, 2018)

Finally, students will be given an inquiry based approach assessment (Guido, 2017). This means they will be asked to research and present a poster on the daily life in a country of their choice in comparison to Australia. On this poster they will be asked to demonstrate the similarities and differences between normal routine, significant places, rules and cultural norms. Students can discuss differences between foods, hobbies or anything that interests them. These posters may include stories or pictures from their own families.

(Pixabay, 2019).

References 

Australian Curriculum, Assessment & Reporting Authority [ACARA]. 2018). HASS. Retrieved from: https://www.australiancurriculum.edu.au

Gilbert, R., & Hoepper, B. (2014). Teaching humanities and social sciences: history, geography, economics & citizenship. South Melbourne, VIC: CENGAGE Learning.

Guido, M. (2017). All about inquiry-based learning: definition, benefits and strategies. Retrieved from: https://www.prodigygame.com

Korff, J. (2019). Meaning of land to Aboriginal people. Retrieved from: https://www.creativespirits.info