SlideShare a Scribd company logo
1 of 9
Download to read offline
Society	
  and	
  Environment	
                      	
           EDU286	
  

              	
  
              	
                                                          SEMESTER	
  1	
       2012	
  
              	
  
              	
  
              	
  
              	
  

              	
  
              	
  




EDU286	
  –	
  Primary	
  Curriculum	
  IV	
  
(Society	
  and	
  Environment,	
  Science)	
  
SOSE	
  Programme	
  
	
  	
   	
  	
  
              	
  

              	
  
              Due	
  Date:	
  21st	
  May,	
  2012	
  
              Student:	
  Sharon	
  McCleary	
  
              Student	
  Number:	
  31886735	
  

              	
  
              	
  
              Lecturer:	
  Professor	
  Barry	
  Down	
  




              	
                                            	
                           	
              1	
  
              	
                                            	
                           	
       	
  
Society	
  and	
  Environment	
                                                                  	
     EDU286	
  

	
  
	
  

SECTION	
  1:	
  Topic	
  Title	
  
	
  
Unit	
  Title:	
  “The	
  3R’s	
  -­‐	
  Recognition,	
  Reconciliation	
  and	
  Respect”	
  
	
  

Year	
  Group:	
  Year	
  5/6	
  (Current	
  Practicum	
  Year	
  Group)	
  
	
  
Themes:	
  Reconciliation,	
  Sustainability	
  (Social,	
  Economic,	
  Cultural,	
  Ecological),	
  

          	
  	
  	
  	
  	
  Active	
  Citizenship.	
  




	
                                                           	
                                                  	
            2	
  
	
                                                           	
                                                  	
     	
  
Society	
  and	
  Environment	
                                                                                 	
          EDU286	
  

	
  
	
  

SECTION	
  2:	
   Rationale	
  
This	
  topic	
  has	
  been	
  chosen	
  to	
  fit	
  in	
  with	
  the	
  recommended	
  Year	
  5/6	
  curriculum	
  of	
  Colonisation,	
  
and	
   the	
   topical	
   themes	
   of	
   Reconciliation	
   and	
   Sustainability:	
   National	
   Sorry	
   Day	
   is	
   on	
   26th	
   May,	
  
followed	
  by	
  National	
  Reconciliation	
  Week	
  (27th	
  May-­‐3rd	
  June)	
  and	
  NAIDOC	
  Week	
  (1st-­‐8th	
  July).	
  	
  
The	
   United	
   Nations	
   has	
   nominated	
   2012	
   the	
   International	
   Year	
   of	
   Sustainability,	
   which	
   is	
   a	
  
concept	
  that	
  includes	
  several	
  dimensions:	
  ecological,	
  social,	
  economic	
  and	
  cultural,	
  each	
  of	
  which	
  
can	
  be	
  studied	
  in	
  relation	
  to	
  Indigenous	
  heritage	
  and	
  culture.	
  
The	
   National	
   Reconciliation	
   Week	
   discussion	
   topic	
   for	
   2012	
   is	
   “Let’s	
   Talk	
   Recognition”,	
   which	
  
lends	
   itself	
   to	
   investigating	
   Recognition	
   as	
   the	
   first	
   step	
   in	
   building	
   respect	
   and	
   deepening	
  
understanding	
   of	
   Reconciliation,	
   which	
   is	
   essential	
   for	
   social	
   sustainability.	
   	
   The	
   programme	
  
uses	
  Role-­‐play	
  to	
  create	
  links	
  to	
  students’	
  personal	
  experiences	
  of	
  recognition,	
  reconciliation	
  and	
  
respect/disrespect,	
   allowing	
   students	
   to	
   express	
   their	
   feelings/reactions	
   in	
   different	
   ways	
   and	
  
build	
   empathy	
   with	
   the	
   experiences	
   of	
   Indigenous	
   people.	
   	
   In	
   this	
   way	
   it	
   is	
   democratic,	
  
participatory	
  and	
  affective,	
  and	
  emphasises	
  the	
  interdependence	
  of	
  self	
  and	
  society	
  (Shor,	
  1992).	
  

Active	
  inquiry	
  into	
  historical	
  events	
  is	
  used	
  to	
  enable	
  students	
  to	
  gain	
  an	
  understanding	
  of	
  the	
  
skills	
  and	
  processes	
  required	
  to	
  critically	
  evaluate	
  various	
  perspectives,	
  determine	
  how	
  to	
  detect	
  
stereotypes	
   and	
   bias,	
   and	
   develop	
   insight	
   into	
   how	
   past	
   events	
   affect	
   the	
   present	
   day.	
   	
   By	
  
considering	
   historical	
   or	
   topical	
   issues	
   (i.e.	
   Canning	
   Stock	
   Route),	
   problematising	
   their	
  
representation	
   through	
   a	
   single-­‐cultural	
   perspective	
   (i.e.	
   inverting	
   hegemony),	
   students	
   are	
  
encouraged	
   to	
   critically	
   view	
   everyday	
   accepted	
   culture,	
   and	
   challenge	
   or	
   better	
   it	
   by	
  
incorporating	
   different	
   perspectives,	
   striving	
   for	
   social	
   justice	
   and	
   sustainability.	
   	
   This	
   aims	
   to	
  
move	
   students	
   “beyond	
   simple	
   understandings	
   and	
   tolerance	
   of	
   others	
   to	
   a	
   much	
   more	
  
respectful	
   inclusion	
   of	
   a	
   range	
   of	
   different	
   values	
   and	
   traditions	
   of	
   others”	
   (Netherwood	
   et	
   al.,	
  
2007,	
  pg	
  105),	
  and	
  the	
  realisation	
  that	
  multicultural	
  perspectives	
  enrich	
  their	
  own	
  world-­‐views	
  
and	
  have	
  the	
  power	
  to	
  improve	
  their	
  life	
  and	
  society	
  as	
  a	
  whole.	
  

The	
  inquiry	
  process	
  is	
  intended	
  to	
  illustrate	
  to	
  students	
  that	
  questions	
  are	
  generative,	
  invariably	
  
leading	
   to	
   more	
   questions,	
   uncovering	
   additional	
   layers	
   of	
   knowledge	
   and	
   providing	
   a	
   deeper	
  
understanding	
   of	
   the	
   issues	
   behind	
   why	
   things	
   are	
   the	
   way	
   they	
   are.	
   	
   Collaborative	
   learning	
  
strategies	
  encourage	
  students	
  to	
  explore	
  their	
  own	
  values	
  in	
  relation	
  to	
  the	
  context,	
  learn	
  how	
  to	
  
effectively	
  articulate	
  and	
  communicate	
  these	
  in	
  various	
  ways,	
  and	
  compare/contrast	
  them	
  with	
  
others’	
   values.	
   	
   Journaling	
   allows	
   opportunity	
   for	
   evaluation,	
   reflection	
   and	
   realisation	
   that	
  
values	
   are	
   complex,	
   situated	
   in	
   a	
   sociocultural	
   world,	
   and	
   can	
   change	
   as	
   a	
   result	
   of	
   increasing	
  
knowledge	
  and	
  understanding.	
  
The	
   experiences	
   are	
   essentially	
   democratic,	
   allowing	
   students	
   the	
   autonomy	
   to	
   select	
   their	
  
preferred	
  topic	
  for	
  deeper	
  inquiry,	
  to	
  voice	
  their	
  opinions	
  in	
  their	
  chosen	
  form	
  and	
  be	
  exposed	
  to	
  
the	
  opinions	
  of	
  others,	
  learning	
  to	
  accept	
  and	
  value	
  them.	
  	
  In	
  this	
  way,	
  students	
  are	
  empowered	
  
through	
   acquiring	
   knowledge,	
   skills	
   and	
   values	
   to	
   enable	
   participation	
   in	
   the	
   world,	
   connect	
  
different	
  perspectives	
  and	
  develop	
  civic	
  responsibility	
  and	
  social	
  competence.	
  	
  These	
  outcomes	
  
correspond	
  directly	
  with	
  those	
  presented	
  in	
  the	
  Society	
  and	
  Environment	
  Syllabus.	
  




	
                                                                  	
                                                                   	
                 3	
  
	
                                                                  	
                                                                   	
          	
  
Society	
  and	
  Environment	
                                                                                  	
          EDU286	
  

	
  
	
  

SECTION	
  3:	
   K-­10	
  Syllabus	
  
The	
  topic	
  is	
  relevant	
  to	
  several	
  K-­‐10	
  Syllabus	
  Learning	
  Outcomes	
  (DET,	
  2007)	
  for	
  Middle	
  
Childhood	
  (Year	
  5/6),	
  investigated	
  through	
  the	
  main	
  Social	
  Science	
  disciplines	
  of	
  Sociology,	
  
Anthropology	
  and	
  History.	
  	
  The	
  relevant	
  overarching	
  understandings	
  and	
  outcomes	
  are	
  given	
  
below:	
  
1.	
  INVESTIGATION,	
  COMMUNICATION	
  &	
  PARTICIPATION:	
  
        Planning:	
  Preparing	
  for	
  an	
  investigation	
  –	
  ways	
  to	
  reflect	
  on	
  current	
  understandings	
  of	
  a	
  
         topic;	
  ways	
  to	
  identify	
  factors	
  to	
  be	
  considered.	
  
        Conducting:	
  To	
  relate,	
  compare	
  and	
  evaluate	
  information	
  gained	
  from	
  sources;	
  to	
  judge	
  
         the	
  reliability	
  of	
  evidence;	
  to	
  identify	
  cause	
  and	
  effect.	
  
        Processing	
  and	
  Translating:	
  How	
  to	
  process	
  and	
  translate	
  information	
  and	
  develop	
  
         critical	
  thinking-­‐to	
  interpret	
  a	
  variety	
  of	
  sources;	
  to	
  make	
  links	
  between	
  elements	
  and	
  
         describe	
  cause-­‐effect	
  relationships;	
  ways	
  to	
  present	
  information;	
  acknowledge	
  and	
  
         respect	
  the	
  views	
  of	
  others.	
  
        Applying	
  and	
  Communicating	
  Findings:	
  How	
  to	
  apply	
  and	
  communicate	
  findings	
  by	
  
         reflecting	
  on,	
  applying	
  and	
  sharing	
  information	
  with	
  an	
  audience-­‐findings	
  from	
  an	
  
         investigation	
  may	
  lead	
  to	
  further	
  investigation;	
  findings	
  may	
  include	
  different	
  
         perspectives.	
  	
  
4.	
  CULTURE:	
  Students	
  understand	
  that	
  people	
  form	
  groups	
  because	
  of	
  their	
  shared	
  understandings	
  
of	
  the	
  world,	
  and,	
  in	
  turn,	
  are	
  influenced	
  by	
  the	
  particular	
  culture	
  so	
  formed.	
  
        Beliefs	
  &	
  Culture:	
  Cultural	
  groups	
  demonstrate	
  their	
  values,	
  beliefs	
  and	
  culture	
  in	
  
         different	
  ways.	
  
        Personal,	
  Group	
  &	
  Cultural	
  Identity:	
  Australian	
  identity	
  is	
  presented	
  using	
  iconic	
  
         stories,	
  events,	
  people	
  and	
  symbols.	
  
5.	
  TIME,	
  CONTINUITY	
  AND	
  CHANGE:	
  Students	
  understand	
  that	
  people’s	
  actions	
  and	
  values	
  are	
  
shaped	
  by	
  their	
  understanding	
  and	
  interpretation	
  of	
  the	
  past.	
  
        Understanding	
  the	
  Past:	
  Methods	
  for	
  sequencing	
  the	
  past	
  –	
  how	
  sequencing	
  
         chronologically	
  helps	
  to	
  identify	
  relationships	
  between	
  people,	
  events	
  and	
  ideas.	
  
        Interrelationships	
  between	
  people,	
  events	
  and	
  ideas:	
  How	
  historical	
  narratives	
  
         reflect	
  the	
  range	
  of	
  people,	
  social,	
  cultural,	
  religious	
  and	
  ethnic	
  diversity	
  in	
  different	
  time	
  
         periods	
  and	
  places.	
  
        Interpretation	
  and	
  perspectives:	
  Interpretations	
  and	
  perspectives	
  of	
  history	
  may	
  vary;	
  
         -­‐	
  there	
  are	
  different	
  historical	
  narratives	
  about	
  people,	
  events	
  and	
  ideas	
  that	
  reflect	
  	
  	
  	
  	
  	
  
         	
  	
  differering	
  perspectives;	
  
         -­‐	
  why	
  as	
  more	
  information	
  is	
  gathered,	
  personal	
  perspectives	
  may	
  vary.	
  

7.	
  ACTIVE	
  CITIZENSHIP:	
  Teach	
  the	
  use	
  of	
  the	
  democratic	
  process	
  to	
  evaluate	
  social	
  situations,	
  
decisions	
  and	
  change.	
  
        Identify	
  actions	
  that	
  can	
  be	
  taken,	
  in	
  independent/collaborative	
  investigations.	
  
        Critically	
  reflect	
  on	
  planned	
  actions	
  and	
  potential	
  consequences	
  when	
  participating	
  in	
  
         society	
  –	
  consider	
  how	
  it	
  may	
  impact	
  on	
  others	
  and	
  their	
  rights.	
  
	
                                                                   	
                                                                   	
                4	
  
	
                                                                   	
                                                                   	
         	
  
Society	
  and	
  Environment	
                                                                                    	
          EDU286	
  

	
  
	
  

SECTION	
  4:	
   Learning	
  Experiences	
  (Teaching	
  Strategies)	
  
	
  
LEARNING	
  EXPERIENCE	
  1:	
  Tuning-­in:	
  
Role-­play,	
  Brainstorm	
  &	
  Fishbone:	
  

Students	
  will	
  be	
  given	
  various	
  scenarios	
  for	
  role-­‐play	
  (Groups	
  of	
  4-­‐6).	
  	
  The	
  scenarios	
  translate	
  
examples	
   of	
   past	
   &	
   present	
   social	
   injustice	
   experienced	
   by	
   Indigenous	
   peoples	
   to	
   familiar	
  
elements	
   of	
   students’	
   everyday	
   lives,	
   enabling	
   them	
   to	
   experience	
   feelings	
   of	
   oppression	
   and	
  
injustice,	
   and	
   understand	
   how	
   everyday	
   routines	
   and	
   practices	
   contribute	
   to	
   social	
   inequities	
  
(Reid,	
  1992)	
  e.g.	
  playground	
  exclusion	
  scenes	
  discriminating	
  due	
  to	
  superficial	
  factors,	
  bullying;	
  
parents/teachers	
   asserting	
   power-­‐insisting	
   who	
   students	
   can	
   be	
   friends	
   with,	
   unequal/unfair	
  
homework	
   conditions;	
   lack	
   of	
   recognition	
   for	
   difficult	
   achievements	
   etc.	
   	
   Students	
   will	
  
collaboratively	
  analyse	
  and	
  brainstorm	
  the	
  feelings	
  generated	
  by	
  power-­‐holders,	
  the	
  oppressed,	
  
and	
  observers.	
  	
  Whole-­‐class	
  discussions	
  will	
  aim	
  to	
  examine	
  the	
  importance	
  of	
  ‘Recognition’	
  in	
  
the	
  context	
  of	
  Reconciliation	
  identifying	
  cause-­‐effect	
  relationships	
  using	
  a	
  fishbone	
  diagram.	
  

	
  
LEARNING	
  EXPERIENCE	
  2:	
  Deciding	
  Directions	
  
Story-­Response	
  (Picture	
  Book)	
  &	
  Time	
  Line	
  
Students	
   will	
   view	
   and	
   read	
   “Once	
   There	
   Was	
   A	
   Boy”	
   (Leffler,	
   2011).	
   	
   They	
   will	
   then	
   work	
   in	
  
pairs	
  to	
  discuss	
  each	
  character’s	
  feelings,	
  the	
  main	
  idea	
  of	
  the	
  book	
  (Reconciliation),	
  and	
  identify	
  
the	
  analogy	
  with	
  colonisation,	
  generating	
  examples	
  of	
  key	
  historical	
  events	
  (written/drawn)	
  to	
  
place	
  on	
  a	
  class	
  timeline	
  (e.g.	
  Indigenous	
  people	
  living	
  harmoniously	
  on	
  the	
  land,	
  arrival	
  of	
  first	
  
fleet,	
   disputes	
   over	
   food,	
   displacement	
   from	
   the	
   land,	
   Maralinga,	
   exclusion	
   policies,	
   1967	
  
Referendum	
  etc.	
  	
  Students	
  will	
  be	
  guided	
  towards	
  accessing	
  various	
  resources	
  and	
  verifying	
  the	
  
reliability	
   of	
   the	
   sources	
   (e.g.	
   Reconciliation	
   Australia	
   Timeline,	
   government	
   &	
   museum	
  
websites,	
   books,	
   interviews).	
   	
   Focus	
   questions	
   will	
   enable	
   students	
   to	
   discuss	
   the	
   impact	
   of	
  
colonisation	
   on	
   Indigenous	
   peoples,	
   the	
   role	
   of	
   Recognition	
   in	
   the	
   Reconciliation	
   process,	
   the	
  
importance	
  of	
  Reconciliation	
  in	
  healing	
  damage	
  and	
  being	
  able	
  to	
  move	
  forward	
  as	
  a	
  nation.	
  
	
  




	
                                                                    	
                                                                     	
                5	
  
	
                                                                    	
                                                                     	
         	
  
Society	
  and	
  Environment	
                                                                                      	
           EDU286	
  

	
  
	
  

LEARNING	
  EXPERIENCE	
  3:	
  Organising	
  Ourselves	
  
Photographs	
  &	
  KWL	
  (Know,	
  Want-­to-­Know,	
  Learn)	
  
Students	
   will	
   be	
   shown	
   photographs	
   of	
   people	
   and	
   places	
   that	
   represent	
   Australia,	
   past	
   and	
  
present,	
   including	
   non-­‐Indigenous	
   and	
   Indigenous	
   people	
   who	
   have	
   contributed	
   to	
   our	
   shared	
  
history,	
  and	
  asked	
  to	
  “Recognise”	
  them	
  (e.g.	
  Governor	
  Phillip,	
  Yagan,	
  Truganini,	
  Cathy	
  Freeman	
  
and	
   less	
   known	
   figures-­‐World	
   War	
   I&II	
   soldiers,	
   inventors,	
   Joan	
   Winch	
   etc).	
   	
   Discussion	
   will	
  
focus	
  on	
  contribution	
  to	
  society,	
  different	
  forms	
  of	
  recognition,	
  stereotypes	
  and	
  biases	
  and	
  why	
  
recognition	
  is	
  important.	
  	
  Students	
  will	
  collectively	
  select	
  a	
  biography	
  to	
  read,	
  which	
  will	
  be	
  used	
  
to	
  illustrate	
  ‘Recognition’	
  as	
  the	
  first	
  step,	
  and	
  promote	
  the	
  realisation	
  that	
  even	
  when	
  we	
  think	
  
we	
   know,	
   there	
   is	
   always	
   more	
   to	
   find	
   out.	
   	
   Students	
   will	
   then	
   select	
   a	
   person	
   or	
   event	
   in	
  
Australian	
   history	
   (e.g.	
   Canning	
   Stock	
   Route,	
   Maralinga,	
   1946	
   Pilbara	
   Strike),	
   and	
   working	
   in	
  
pairs,	
  use	
  a	
  KWL	
  Chart	
  to	
  identify	
  what	
  they	
  know,	
  and	
  want	
  to	
  know	
  about	
  it.	
  
LEARNING	
  EXPERIENCE	
  4:	
  Finding	
  Out	
  
Exploring	
  Different	
  Information	
  Sources	
  -­	
  Bias	
  Identification	
  

Students	
   will	
   be	
   introduced	
   to	
   methods	
   for	
   detecting	
   bias	
   in	
   information	
   sources,	
   including	
  
considering	
   authorship	
   (who’s	
   perspective	
   is	
   being	
   presented?),	
   context	
   (time-­‐period	
   it	
   was	
  
written),	
  stereotypes	
  (references	
  to	
  genetic	
  or	
  cultural	
  superiority).	
  	
  The	
  main	
  emphasis	
  will	
  be	
  
on	
   conducting	
   comprehensive	
   research	
   (i.e.	
   finding	
   alternative	
   information	
   sources	
   such	
   as	
  
interviews,	
  biographies,	
  websites,	
  articles)	
  inclusive	
  of	
  different	
  perspectives,	
  particularly	
  those	
  
of	
   ordinarily	
   suppressed	
   minority	
   groups.	
   	
   Students	
   will	
   be	
   encouraged	
   to	
   uncover	
   multiple	
  
realities	
  and	
  investigate	
  the	
  diverse	
  social,	
  cultural,	
  and	
  historical	
  experiences	
  of	
  people,	
  in	
  order	
  
to	
   demystify	
   cultures	
   and	
   remove	
   barriers	
   to	
   find	
   commonalities.	
   	
   The	
   embedded	
   nature	
   of	
  
respect	
  and	
  care	
  for	
  country	
  in	
  Indigenous	
  culture	
  will	
  be	
  used	
  as	
  a	
  prominent	
  theme	
  to	
  promote	
  
inter-­‐cultural	
   knowledge	
   exchange	
   as	
   a	
   process	
   which	
   enriches	
   and	
   assists	
   all	
   people	
   in	
  
addressing	
  common	
  problems	
  (such	
  as	
  sustainability).	
  
	
  
LEARNING	
  EXPERIENCE	
  5:	
  Sorting	
  Out	
  

Graphic	
  Organisers,	
  Compare	
  &	
  Contrast,	
  Jigsaw	
  
Students	
  will	
  be	
  introduced	
  to	
  various	
  relevant	
  graphic	
  organisers	
  useful	
  for	
  presenting	
  different	
  
types	
  of	
  information	
  effectively.	
  	
  They	
  will	
  be	
  asked	
  to	
  compare	
  and	
  contrast	
  the	
  diverse	
  social,	
  
cultural	
   and	
   historical	
   perspectives	
   investigated	
   above	
   in	
   order	
   to	
   create	
   connections	
   between	
  
the	
   experiences	
   and	
   produce	
   valid	
   and	
   comprehensive	
   historical	
   accounts.	
   	
   Students	
   will	
   be	
  
required	
   to	
   communicate	
   their	
   findings	
   to	
   the	
   class,	
   through	
   a	
   method	
   of	
   their	
   choosing	
   i.e.	
  
powerpoint	
   presentation,	
   art,	
   poetry,	
   music,	
   posters,	
   oral	
   presentation,	
   written	
   report,	
  
graphs/tables,	
   comic	
   strips,	
   photographs,	
   plays	
   etc,	
   indicating	
   where	
   their	
   topic	
   fits	
   on	
   the	
  
timeline.	
   	
   In	
   this	
   way	
   the	
   class	
   will	
   collaboratively	
   exchange	
   in-­‐depth	
   research	
   on	
   a	
   variety	
   of	
  
topics,	
   expanding	
   overall	
   the	
   knowledge	
   base	
   and	
   exposing	
   students	
   to	
   various	
   methods	
   of	
  
research	
  and	
  presentation	
  of	
  findings.	
  

	
  

	
                                                                     	
                                                                      	
                 6	
  
	
                                                                     	
                                                                      	
          	
  
Society	
  and	
  Environment	
                                                                                          	
          EDU286	
  

	
  
	
  

LEARNING	
  EXPERIENCE	
  6:	
  Drawing	
  Conclusions	
  
Value	
  Line	
  &	
  Fishbowl	
  Debate	
  
Students	
   will	
   be	
   presented	
   with	
   the	
   question	
   “Are	
   gestures	
   such	
   as	
   The	
   Apology	
   and	
   National	
  
Sorry	
   Day	
   meaningful?”,	
   and	
   asked	
   to	
   stand	
   on	
   a	
   Values	
   Line	
   to	
   represent	
   their	
   view	
   (i.e.	
  
continuum	
   from	
   Extremely	
   Meaningful	
   to	
   Pointless).	
   	
   Students	
   will	
   then	
   engage	
   in	
   a	
   fishbowl	
  
debate,	
   discussing	
   issues,	
   and	
   presenting	
   different	
   perspectives	
   which	
   they	
   have	
   gained	
   from	
  
their	
  investigations.	
  	
  If	
  these	
  events	
  are	
  meaningful	
  –	
  how?	
  	
  Have	
  they	
  had	
  a	
  positive	
  effect	
  on	
  
“bridging	
   the	
   gap’	
   and	
   achieving	
   equality	
   in	
   health,	
   education	
   and	
   employment	
   for	
   all	
  
Australians?	
  	
  If	
  not,	
  why	
  not?	
  	
  What	
  is	
  the	
  role	
  of	
  Recognition	
  and	
  Reconciliation	
  in	
  this	
  process?	
  	
  
Following	
   the	
   debate,	
   students	
   will	
   be	
   asked	
   to	
   re-­‐evaluate	
   their	
   position	
   on	
   the	
   values	
   line,	
  
providing	
  reasons	
  why.	
  
	
  

	
  

LEARNING	
  EXPERIENCE	
  7:	
  Considering	
  Social	
  Action	
  
5	
  Step	
  Decision	
  Making	
  Model,	
  Elimination	
  Draw	
  

Students	
   will	
   be	
   asked	
   to	
   work	
   in	
   groups	
   of	
   4-­‐6	
   to	
   identify	
   how	
   they	
   as	
   individuals,	
   and	
   as	
   a	
  
class/school,	
   could	
   contribute	
   to	
   achieving	
   supporting	
   the	
   Reconciliation	
   process	
   in	
   Australia,	
  
and	
   improving	
   social	
   justice	
   and	
   sustainability?	
   The	
   5-­‐step	
   decision	
   making	
   model	
   will	
   be	
  
introduced:	
   A-­‐ssess	
   problem,	
   B-­‐rainstorm	
   alternative	
   solutions,	
   C-­‐onsider	
   consequences	
   of	
   each,	
  
D-­‐ecide	
   and	
   act,	
   E-­‐valuate	
   the	
   consequences.	
   	
   Each	
   group	
   will	
   contribute	
   to	
   the	
   brainstorm,	
   with	
  
alternative	
   solutions	
   listed	
   on	
   the	
   board,	
   and	
   an	
   Elimination	
   Draw	
   (voting	
   system)	
   held	
   to	
  
identify	
   the	
   preferred	
   course	
   of	
   action.	
   	
   Resources	
   such	
   as	
   the	
   Reconciliation	
   Action	
   Plan	
   from	
  
Reconciliation	
   Australia,	
   can	
   be	
   used	
   to	
   assist	
   the	
   students	
   with	
   ideas	
   for	
   action,	
   such	
   as	
   a	
  
School/Community	
   Reconciliation	
   Wall,	
   Welcome	
   to	
   Country	
   ceremony,	
   public	
   forums,	
   letters,	
  
extending	
  school	
  relationships	
  to	
  build	
  connections	
  with	
  Indigenous	
  schools/organisations.	
  
	
  

LEARNING	
  EXPERIENCE	
  8:	
  Reflection	
  and	
  Evaluation	
  
Whole	
  Class	
  Discussion	
  &	
  Journaling	
  
Students	
   will	
   be	
   asked	
   to	
   collaboratively	
   and	
   individually	
   reflect	
   on	
   their	
   learning	
   and	
   the	
  
implementation	
  of	
  their	
  knowledge	
  to	
  promoting	
  social	
  justice	
  and	
  sustainability	
  using	
  the	
  5R’s	
  
Model	
  (Bain	
  et	
  al.,	
  2002):	
  	
  Report,	
  Respond,	
  Relate,	
  Reason,	
  Reconstruct.	
  	
  How	
  did	
  their	
  actions	
  
contribute	
   to	
   society,	
   influence	
   social	
   justice	
   and	
   promote	
   Recognition,	
   Reconciliation	
   and	
  
Respect	
   for	
   Indigenous	
   people	
   and	
   their	
   culture?	
   	
   How	
   has	
   it	
   broadened	
   the	
   perspectives	
   and	
  
world-­‐views	
   of	
   non-­‐Indigenous	
   people	
   and	
   assisted	
   their	
   ability	
   to	
   solve	
   problems	
   in	
   society?	
  	
  
How	
   do	
   they	
   think	
   their	
   own	
   opinions	
   have	
   changed	
   since	
   investigating	
   histories	
   from	
   an	
  
Indigenous	
   perspective?	
   	
   Has	
   the	
   inquiry	
   process	
   increased	
   their	
   respect	
   and	
   value	
   for	
   the	
  
longevity	
   and	
   resilience	
   of	
   Indigenous	
   cultures?	
   What	
   kind	
   of	
   on-­‐going	
   changes	
   will	
   this	
  
knowledge	
  make	
  to	
  their	
  everyday	
  lives?	
  	
  	
  

	
                                                                        	
                                                                        	
                 7	
  
	
                                                                        	
                                                                        	
          	
  
Society	
  and	
  Environment	
                                                                                  	
          EDU286	
  

	
  
	
  

           REFERENCES	
  
           	
  
           Bain,	
  J.,	
  Ballantyne,	
  R.,	
  Mills,	
  C.	
  &	
  Lester,	
  N.	
  (2002).	
  Reflecting	
  on	
  practice:	
  Student	
  	
  
                    teachers’	
  perspectives.	
  	
  Flaxton,	
  Queensland.	
  

	
       	
  	
  Department	
  of	
  Education	
  (2010).	
  K-­10	
  Syllabus:	
  Society	
  and	
  Environment.	
  Department	
  of	
  	
  
                    Education,	
  WA.	
  
         FORM,	
  (2012).	
  	
  Canning	
  Stock	
  Route	
  Project.	
  	
  Retrieved	
  from	
  	
  

                    http://www.form.net.au/aboriginal-­‐development/canning-­‐stock-­‐route-­‐project,	
  	
  
                    May	
  2012.	
  
           Freire,	
  P.	
  (1970).	
  Pedagogy	
  of	
  the	
  Oppressed.	
  Herder	
  and	
  Herder.	
  New	
  York.	
  
           Healey,	
  J.	
  (	
  2001).	
  Issues	
  in	
  Society:	
  Towards	
  Reconciliation,	
  Volume	
  140.	
  The	
  Spinney	
  	
  

                    Press.	
  	
  Sydney.	
  
           Holland-­‐McNair,	
  L.	
  (2007).	
  Red	
  Dust	
  in	
  Her	
  Veins:	
  Women	
  of	
  the	
  Pilbara.	
  University	
  	
  
                    of	
  Western	
  Australia	
  Press.	
  Australia.	
  

         	
  	
  Kincheloe,	
  J.	
  (2008).	
  Critical	
  Pedagogy,	
  2nd	
  Edition.	
  Peter	
  Lang	
  Publishing.	
  New	
  York.	
  
           Leffler,	
  D.	
  (	
  2011).	
  Once	
  there	
  was	
  a	
  boy.	
  Magabala	
  Books	
  Aboriginal	
  Corporation.	
  	
  
                    Broome.	
  Western	
  Australia.	
  
           Martin,	
  G.	
  (1998).	
  Society	
  and	
  environment:	
  Conducting	
  investigations	
  in	
  the	
  primary	
  	
  

                    classroom.	
  Perth:	
  Murdoch	
  University.	
  
	
       	
  	
  Ministry	
  of	
  Education,	
  Victoria	
  (1987).	
  The	
  Inquiry	
  Process:	
  Social	
  Education	
  Framework,	
  	
  
                    P-­10.	
  	
  Victorian	
  Ministry	
  of	
  Education.	
  

         	
  	
  MOADOPH	
  (Museum	
  of	
  Australian	
  Democracy	
  Old	
  Parliament	
  House).	
  Marnti	
  	
  
                    Warajanga:	
  a	
  walk	
  together.	
  Retrieved	
  from	
  www.moadoph.gov.au,	
  May	
  	
  
                    2012.	
  
           Netherwood,	
  K,	
  Buchanan,	
  J.,	
  Palmer,	
  D.,	
  Stocker,	
  L.	
  &	
  Down,	
  B.	
  (2007).	
  Valuing	
  Diversity	
  	
  

                    in	
  Children’s	
  Voice	
  –	
  Case	
  Study	
  of	
  the	
  Western	
  Australian	
  Cluster.	
  In	
  T.	
  Lovat	
  &	
  R.	
  	
  
                    Toomey.	
  (Eds)	
  Values	
  Education	
  and	
  Quality	
  Teaching:	
  The	
  Double	
  Helix	
  Effect.	
  	
  
                    David	
  Barlow	
  Publishing.	
  Terrigal.	
  NSW.	
  

           Reid,	
  A.	
  (1992).	
  Critical	
  teaching?	
  Education	
  Links,	
  43,	
  pp9-­‐12.	
  
	
                                                                 	
                                                                      	
                   8	
  
	
                                                                 	
                                                                      	
          	
  
Society	
  and	
  Environment	
                                                                                  	
          EDU286	
  

	
  
	
  

                Reynolds,	
  R.	
  (2009).	
  Teaching	
  studies	
  of	
  society	
  and	
  environment	
  in	
  the	
  primary	
  school.	
  	
  
                        Oxford	
  University	
  Press.	
  Melbourne.	
  
	
       	
  	
  Shor,	
  I.	
  (1992).	
  Empowering	
  Education:	
  Critical	
  Teaching	
  for	
  Social	
  Change.	
  The	
  	
  
                        University	
  of	
  Chicago	
  Press.	
  Chicago.	
  

	
       	
  	
  Stevens,	
  L.	
  &	
  Bean,	
  T.	
  (2007).	
  Critical	
  Literacy:	
  Context,	
  Research	
  and	
  Practice	
  in	
  the	
  K-­12	
  	
  
                        Classroom.	
  	
  Sage	
  Publications.	
  United	
  States.	
  
	
       	
  	
  Weber,	
  T.	
  &	
  Nichols,	
  R.	
  (2010).	
  Yiwarra	
  Kuju:	
  The	
  Canning	
  Stock	
  Route.	
  National	
  Museum	
  	
  

                        of	
  Australia.	
  
         	
  	
  Yalata	
  and	
  Oak	
  Valley	
  Communities	
  &	
  Mattingley,	
  C.	
  (2009).	
  Maralinga:	
  The	
  Anangu	
  	
  
                        Story.	
  Allen	
  &	
  Unwin	
  Press.	
  	
  Australia.	
  
	
  

	
       Additional	
  Websites:	
  
	
       http://reconciliation.org.au	
  
	
       http://www.naa.gov.au	
  (National	
  Archives)	
  

	
       http://www.pictureaustralia.org	
  
	
       http://www.uncommonlives.naa.gov.au	
  
	
       http://www.nma.gov.au	
  
         http://www.hyperhistory.org	
  

         http://www.nationalwomenslibrary.org.au	
  
         	
  
	
  




	
                                                                  	
                                                                     	
                 9	
  
	
                                                                  	
                                                                     	
          	
  

More Related Content

What's hot

2012newsletter
2012newsletter2012newsletter
2012newsletterrmarksduke
 
Challenges of biology education for the 21st century - beyond bio2010 symposi...
Challenges of biology education for the 21st century - beyond bio2010 symposi...Challenges of biology education for the 21st century - beyond bio2010 symposi...
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
 
Teaching of biology
Teaching of biology Teaching of biology
Teaching of biology WardaIrfan1
 
11.environmental awareness in relation to awareness towards social duty and s...
11.environmental awareness in relation to awareness towards social duty and s...11.environmental awareness in relation to awareness towards social duty and s...
11.environmental awareness in relation to awareness towards social duty and s...Alexander Decker
 
11.[25 34]environmental awareness in relation to awareness towards social dut...
11.[25 34]environmental awareness in relation to awareness towards social dut...11.[25 34]environmental awareness in relation to awareness towards social dut...
11.[25 34]environmental awareness in relation to awareness towards social dut...Alexander Decker
 
Ecer 2014 busher-students voices
Ecer 2014 busher-students voicesEcer 2014 busher-students voices
Ecer 2014 busher-students voicesEERA-Network10
 
Appraisal of colleges of education social studies curriculum vis à-vis the j...
 Appraisal of colleges of education social studies curriculum vis à-vis the j... Appraisal of colleges of education social studies curriculum vis à-vis the j...
Appraisal of colleges of education social studies curriculum vis à-vis the j...Alexander Decker
 
Education & democracy week one(f)
Education & democracy  week one(f)Education & democracy  week one(f)
Education & democracy week one(f)ramcalpine
 
Community Leadership
Community LeadershipCommunity Leadership
Community Leadershipkinjl
 
Socio-materialism and the Community, Self and Identity Project
Socio-materialism and the Community, Self and Identity ProjectSocio-materialism and the Community, Self and Identity Project
Socio-materialism and the Community, Self and Identity ProjectBrenda Leibowitz
 
Science k-12-curriculum-guides
Science k-12-curriculum-guidesScience k-12-curriculum-guides
Science k-12-curriculum-guidesZanita Corullo
 

What's hot (14)

Cliff Notes on Quality EE Presentation
Cliff Notes on Quality EE PresentationCliff Notes on Quality EE Presentation
Cliff Notes on Quality EE Presentation
 
2012newsletter
2012newsletter2012newsletter
2012newsletter
 
Challenges of biology education for the 21st century - beyond bio2010 symposi...
Challenges of biology education for the 21st century - beyond bio2010 symposi...Challenges of biology education for the 21st century - beyond bio2010 symposi...
Challenges of biology education for the 21st century - beyond bio2010 symposi...
 
Teaching of biology
Teaching of biology Teaching of biology
Teaching of biology
 
11.environmental awareness in relation to awareness towards social duty and s...
11.environmental awareness in relation to awareness towards social duty and s...11.environmental awareness in relation to awareness towards social duty and s...
11.environmental awareness in relation to awareness towards social duty and s...
 
11.[25 34]environmental awareness in relation to awareness towards social dut...
11.[25 34]environmental awareness in relation to awareness towards social dut...11.[25 34]environmental awareness in relation to awareness towards social dut...
11.[25 34]environmental awareness in relation to awareness towards social dut...
 
Ecer 2014 busher-students voices
Ecer 2014 busher-students voicesEcer 2014 busher-students voices
Ecer 2014 busher-students voices
 
Appraisal of colleges of education social studies curriculum vis à-vis the j...
 Appraisal of colleges of education social studies curriculum vis à-vis the j... Appraisal of colleges of education social studies curriculum vis à-vis the j...
Appraisal of colleges of education social studies curriculum vis à-vis the j...
 
Education & democracy week one(f)
Education & democracy  week one(f)Education & democracy  week one(f)
Education & democracy week one(f)
 
Community Leadership
Community LeadershipCommunity Leadership
Community Leadership
 
B381522
B381522B381522
B381522
 
Socialization and education
Socialization and educationSocialization and education
Socialization and education
 
Socio-materialism and the Community, Self and Identity Project
Socio-materialism and the Community, Self and Identity ProjectSocio-materialism and the Community, Self and Identity Project
Socio-materialism and the Community, Self and Identity Project
 
Science k-12-curriculum-guides
Science k-12-curriculum-guidesScience k-12-curriculum-guides
Science k-12-curriculum-guides
 

Viewers also liked

Viewers also liked (7)

Ig2 task 1 work sheet newi9979
Ig2 task 1 work sheet newi9979Ig2 task 1 work sheet newi9979
Ig2 task 1 work sheet newi9979
 
Task 3
Task 3Task 3
Task 3
 
Task 168967
Task 168967Task 168967
Task 168967
 
Unit 73 ig2 assignment creating a sample library 2013_y2bnbn
Unit 73 ig2 assignment creating a sample library 2013_y2bnbnUnit 73 ig2 assignment creating a sample library 2013_y2bnbn
Unit 73 ig2 assignment creating a sample library 2013_y2bnbn
 
Kidsafe booklet
Kidsafe bookletKidsafe booklet
Kidsafe booklet
 
Job roles
Job rolesJob roles
Job roles
 
Ig2 task 1 work sheet 12378
Ig2 task 1 work sheet 12378Ig2 task 1 work sheet 12378
Ig2 task 1 work sheet 12378
 

Similar to SOSE Programme: Recognition, Respect, Reconciliation

CHS281Recap and assignment guidanceThis module addressed
CHS281Recap and assignment guidanceThis module addressedCHS281Recap and assignment guidanceThis module addressed
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
 
Tt classroom climate in inclusive settings - english[1]
Tt   classroom climate in inclusive settings - english[1]Tt   classroom climate in inclusive settings - english[1]
Tt classroom climate in inclusive settings - english[1]projetosinclusao
 
#1 Group Output CIN 606.docx
#1 Group Output CIN 606.docx#1 Group Output CIN 606.docx
#1 Group Output CIN 606.docxblast219
 
social-report.pp for educational purpose
social-report.pp for educational purposesocial-report.pp for educational purpose
social-report.pp for educational purposealbentojosh16
 
Academic and Social Effects of Inclusion
Academic and Social Effects of InclusionAcademic and Social Effects of Inclusion
Academic and Social Effects of InclusionChristina Sookdeo
 
Impact of Academic and Social Factors on Education Performance of Students
Impact of Academic and Social Factors on Education Performance of StudentsImpact of Academic and Social Factors on Education Performance of Students
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
 
Draft-GEC-Ethics-Unified-Syllabus.pdf
Draft-GEC-Ethics-Unified-Syllabus.pdfDraft-GEC-Ethics-Unified-Syllabus.pdf
Draft-GEC-Ethics-Unified-Syllabus.pdfJosephYgot1
 
Learning creatively together - educational change report 2016
Learning creatively together - educational change report 2016Learning creatively together - educational change report 2016
Learning creatively together - educational change report 2016Marjaana Kangas
 
Social Reconstructionism
Social ReconstructionismSocial Reconstructionism
Social ReconstructionismCinDy652063
 
Science k-12-curriculum-guides
Science k-12-curriculum-guidesScience k-12-curriculum-guides
Science k-12-curriculum-guidesipsagelella
 
Science k-12-curriculum-guides
Science k-12-curriculum-guidesScience k-12-curriculum-guides
Science k-12-curriculum-guidesnaddy_ydnic
 
lesson template
lesson templatelesson template
lesson templateaneesh a
 

Similar to SOSE Programme: Recognition, Respect, Reconciliation (20)

CHS281Recap and assignment guidanceThis module addressed
CHS281Recap and assignment guidanceThis module addressedCHS281Recap and assignment guidanceThis module addressed
CHS281Recap and assignment guidanceThis module addressed
 
Tt classroom climate in inclusive settings - english[1]
Tt   classroom climate in inclusive settings - english[1]Tt   classroom climate in inclusive settings - english[1]
Tt classroom climate in inclusive settings - english[1]
 
#1 Group Output CIN 606.docx
#1 Group Output CIN 606.docx#1 Group Output CIN 606.docx
#1 Group Output CIN 606.docx
 
Oral defense power point
Oral defense power pointOral defense power point
Oral defense power point
 
social-report.pp for educational purpose
social-report.pp for educational purposesocial-report.pp for educational purpose
social-report.pp for educational purpose
 
Science primary-2008
Science primary-2008Science primary-2008
Science primary-2008
 
Academic and Social Effects of Inclusion
Academic and Social Effects of InclusionAcademic and Social Effects of Inclusion
Academic and Social Effects of Inclusion
 
69
6969
69
 
Impact of Academic and Social Factors on Education Performance of Students
Impact of Academic and Social Factors on Education Performance of StudentsImpact of Academic and Social Factors on Education Performance of Students
Impact of Academic and Social Factors on Education Performance of Students
 
Picanco slides
Picanco slidesPicanco slides
Picanco slides
 
Draft-GEC-Ethics-Unified-Syllabus.pdf
Draft-GEC-Ethics-Unified-Syllabus.pdfDraft-GEC-Ethics-Unified-Syllabus.pdf
Draft-GEC-Ethics-Unified-Syllabus.pdf
 
Learning creatively together - educational change report 2016
Learning creatively together - educational change report 2016Learning creatively together - educational change report 2016
Learning creatively together - educational change report 2016
 
Social Reconstructionism
Social ReconstructionismSocial Reconstructionism
Social Reconstructionism
 
Science k-12-curriculum-guides
Science k-12-curriculum-guidesScience k-12-curriculum-guides
Science k-12-curriculum-guides
 
Science k-12-curriculum-guides
Science k-12-curriculum-guidesScience k-12-curriculum-guides
Science k-12-curriculum-guides
 
K to 12 Science Curriculum Guide
K to 12  Science Curriculum GuideK to 12  Science Curriculum Guide
K to 12 Science Curriculum Guide
 
lesson template
lesson templatelesson template
lesson template
 
Student Belongingness
Student Belongingness Student Belongingness
Student Belongingness
 
Research Questions - Spring 2022
Research Questions - Spring 2022Research Questions - Spring 2022
Research Questions - Spring 2022
 
Anju.s.s
Anju.s.sAnju.s.s
Anju.s.s
 

More from sharon-mccleary

Think Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and ReflectionThink Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and Reflectionsharon-mccleary
 
Think Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and ReflectionThink Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and Reflectionsharon-mccleary
 
Analysis of Spelling Data - A Case Study
Analysis of Spelling Data - A Case StudyAnalysis of Spelling Data - A Case Study
Analysis of Spelling Data - A Case Studysharon-mccleary
 
Stay in Step Follow Up Lesson Plan
Stay in Step Follow Up Lesson PlanStay in Step Follow Up Lesson Plan
Stay in Step Follow Up Lesson Plansharon-mccleary
 
Stay in Step FMS Assessment Report
Stay in Step FMS Assessment ReportStay in Step FMS Assessment Report
Stay in Step FMS Assessment Reportsharon-mccleary
 
Fractions Activity Outlines
Fractions Activity OutlinesFractions Activity Outlines
Fractions Activity Outlinessharon-mccleary
 

More from sharon-mccleary (15)

Think Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and ReflectionThink Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and Reflection
 
Think Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and ReflectionThink Board Interview, Recommendations and Reflection
Think Board Interview, Recommendations and Reflection
 
Sample Spelling Plans
Sample Spelling PlansSample Spelling Plans
Sample Spelling Plans
 
Analysis of Spelling Data - A Case Study
Analysis of Spelling Data - A Case StudyAnalysis of Spelling Data - A Case Study
Analysis of Spelling Data - A Case Study
 
Stay in Step Follow Up Lesson Plan
Stay in Step Follow Up Lesson PlanStay in Step Follow Up Lesson Plan
Stay in Step Follow Up Lesson Plan
 
Stay in Step FMS Assessment Report
Stay in Step FMS Assessment ReportStay in Step FMS Assessment Report
Stay in Step FMS Assessment Report
 
Fractions Activity Outlines
Fractions Activity OutlinesFractions Activity Outlines
Fractions Activity Outlines
 
Pilbara Resource File
Pilbara Resource FilePilbara Resource File
Pilbara Resource File
 
Main idea 1
Main idea 1Main idea 1
Main idea 1
 
Main idea 2
Main idea 2Main idea 2
Main idea 2
 
Main idea 3
Main idea 3Main idea 3
Main idea 3
 
Main idea 4
Main idea 4Main idea 4
Main idea 4
 
Fractions Rationale
Fractions RationaleFractions Rationale
Fractions Rationale
 
Fractions programme
Fractions programmeFractions programme
Fractions programme
 
Energy Lesson Plans
Energy Lesson PlansEnergy Lesson Plans
Energy Lesson Plans
 

Recently uploaded

ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxVanesaIglesias10
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...Nguyen Thanh Tu Collection
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Celine George
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxHumphrey A Beña
 
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...JojoEDelaCruz
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17Celine George
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management systemChristalin Nelson
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)lakshayb543
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfTechSoup
 
Keynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-designKeynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-designMIPLM
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
Presentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxPresentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxRosabel UA
 
Integumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptIntegumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptshraddhaparab530
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Seán Kennedy
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptxmary850239
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxAnupkumar Sharma
 

Recently uploaded (20)

ROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptxROLES IN A STAGE PRODUCTION in arts.pptx
ROLES IN A STAGE PRODUCTION in arts.pptx
 
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
YOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptx
YOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptxYOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptx
YOUVE_GOT_EMAIL_PRELIMS_EL_DORADO_2024.pptx
 
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
HỌC TỐT TIẾNG ANH 11 THEO CHƯƠNG TRÌNH GLOBAL SUCCESS ĐÁP ÁN CHI TIẾT - CẢ NĂ...
 
Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17Field Attribute Index Feature in Odoo 17
Field Attribute Index Feature in Odoo 17
 
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptxINTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
INTRODUCTION TO CATHOLIC CHRISTOLOGY.pptx
 
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
 
How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17How to Add Barcode on PDF Report in Odoo 17
How to Add Barcode on PDF Report in Odoo 17
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management system
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdfInclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
Inclusivity Essentials_ Creating Accessible Websites for Nonprofits .pdf
 
Keynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-designKeynote by Prof. Wurzer at Nordex about IP-design
Keynote by Prof. Wurzer at Nordex about IP-design
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
Presentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptxPresentation Activity 2. Unit 3 transv.pptx
Presentation Activity 2. Unit 3 transv.pptx
 
Integumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.pptIntegumentary System SMP B. Pharm Sem I.ppt
Integumentary System SMP B. Pharm Sem I.ppt
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx
 
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptxMULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
MULTIDISCIPLINRY NATURE OF THE ENVIRONMENTAL STUDIES.pptx
 

SOSE Programme: Recognition, Respect, Reconciliation

  • 1. Society  and  Environment     EDU286       SEMESTER  1   2012               EDU286  –  Primary  Curriculum  IV   (Society  and  Environment,  Science)   SOSE  Programme               Due  Date:  21st  May,  2012   Student:  Sharon  McCleary   Student  Number:  31886735       Lecturer:  Professor  Barry  Down         1          
  • 2. Society  and  Environment     EDU286       SECTION  1:  Topic  Title     Unit  Title:  “The  3R’s  -­‐  Recognition,  Reconciliation  and  Respect”     Year  Group:  Year  5/6  (Current  Practicum  Year  Group)     Themes:  Reconciliation,  Sustainability  (Social,  Economic,  Cultural,  Ecological),            Active  Citizenship.         2          
  • 3. Society  and  Environment     EDU286       SECTION  2:   Rationale   This  topic  has  been  chosen  to  fit  in  with  the  recommended  Year  5/6  curriculum  of  Colonisation,   and   the   topical   themes   of   Reconciliation   and   Sustainability:   National   Sorry   Day   is   on   26th   May,   followed  by  National  Reconciliation  Week  (27th  May-­‐3rd  June)  and  NAIDOC  Week  (1st-­‐8th  July).     The   United   Nations   has   nominated   2012   the   International   Year   of   Sustainability,   which   is   a   concept  that  includes  several  dimensions:  ecological,  social,  economic  and  cultural,  each  of  which   can  be  studied  in  relation  to  Indigenous  heritage  and  culture.   The   National   Reconciliation   Week   discussion   topic   for   2012   is   “Let’s   Talk   Recognition”,   which   lends   itself   to   investigating   Recognition   as   the   first   step   in   building   respect   and   deepening   understanding   of   Reconciliation,   which   is   essential   for   social   sustainability.     The   programme   uses  Role-­‐play  to  create  links  to  students’  personal  experiences  of  recognition,  reconciliation  and   respect/disrespect,   allowing   students   to   express   their   feelings/reactions   in   different   ways   and   build   empathy   with   the   experiences   of   Indigenous   people.     In   this   way   it   is   democratic,   participatory  and  affective,  and  emphasises  the  interdependence  of  self  and  society  (Shor,  1992).   Active  inquiry  into  historical  events  is  used  to  enable  students  to  gain  an  understanding  of  the   skills  and  processes  required  to  critically  evaluate  various  perspectives,  determine  how  to  detect   stereotypes   and   bias,   and   develop   insight   into   how   past   events   affect   the   present   day.     By   considering   historical   or   topical   issues   (i.e.   Canning   Stock   Route),   problematising   their   representation   through   a   single-­‐cultural   perspective   (i.e.   inverting   hegemony),   students   are   encouraged   to   critically   view   everyday   accepted   culture,   and   challenge   or   better   it   by   incorporating   different   perspectives,   striving   for   social   justice   and   sustainability.     This   aims   to   move   students   “beyond   simple   understandings   and   tolerance   of   others   to   a   much   more   respectful   inclusion   of   a   range   of   different   values   and   traditions   of   others”   (Netherwood   et   al.,   2007,  pg  105),  and  the  realisation  that  multicultural  perspectives  enrich  their  own  world-­‐views   and  have  the  power  to  improve  their  life  and  society  as  a  whole.   The  inquiry  process  is  intended  to  illustrate  to  students  that  questions  are  generative,  invariably   leading   to   more   questions,   uncovering   additional   layers   of   knowledge   and   providing   a   deeper   understanding   of   the   issues   behind   why   things   are   the   way   they   are.     Collaborative   learning   strategies  encourage  students  to  explore  their  own  values  in  relation  to  the  context,  learn  how  to   effectively  articulate  and  communicate  these  in  various  ways,  and  compare/contrast  them  with   others’   values.     Journaling   allows   opportunity   for   evaluation,   reflection   and   realisation   that   values   are   complex,   situated   in   a   sociocultural   world,   and   can   change   as   a   result   of   increasing   knowledge  and  understanding.   The   experiences   are   essentially   democratic,   allowing   students   the   autonomy   to   select   their   preferred  topic  for  deeper  inquiry,  to  voice  their  opinions  in  their  chosen  form  and  be  exposed  to   the  opinions  of  others,  learning  to  accept  and  value  them.    In  this  way,  students  are  empowered   through   acquiring   knowledge,   skills   and   values   to   enable   participation   in   the   world,   connect   different  perspectives  and  develop  civic  responsibility  and  social  competence.    These  outcomes   correspond  directly  with  those  presented  in  the  Society  and  Environment  Syllabus.         3          
  • 4. Society  and  Environment     EDU286       SECTION  3:   K-­10  Syllabus   The  topic  is  relevant  to  several  K-­‐10  Syllabus  Learning  Outcomes  (DET,  2007)  for  Middle   Childhood  (Year  5/6),  investigated  through  the  main  Social  Science  disciplines  of  Sociology,   Anthropology  and  History.    The  relevant  overarching  understandings  and  outcomes  are  given   below:   1.  INVESTIGATION,  COMMUNICATION  &  PARTICIPATION:    Planning:  Preparing  for  an  investigation  –  ways  to  reflect  on  current  understandings  of  a   topic;  ways  to  identify  factors  to  be  considered.    Conducting:  To  relate,  compare  and  evaluate  information  gained  from  sources;  to  judge   the  reliability  of  evidence;  to  identify  cause  and  effect.    Processing  and  Translating:  How  to  process  and  translate  information  and  develop   critical  thinking-­‐to  interpret  a  variety  of  sources;  to  make  links  between  elements  and   describe  cause-­‐effect  relationships;  ways  to  present  information;  acknowledge  and   respect  the  views  of  others.    Applying  and  Communicating  Findings:  How  to  apply  and  communicate  findings  by   reflecting  on,  applying  and  sharing  information  with  an  audience-­‐findings  from  an   investigation  may  lead  to  further  investigation;  findings  may  include  different   perspectives.     4.  CULTURE:  Students  understand  that  people  form  groups  because  of  their  shared  understandings   of  the  world,  and,  in  turn,  are  influenced  by  the  particular  culture  so  formed.    Beliefs  &  Culture:  Cultural  groups  demonstrate  their  values,  beliefs  and  culture  in   different  ways.    Personal,  Group  &  Cultural  Identity:  Australian  identity  is  presented  using  iconic   stories,  events,  people  and  symbols.   5.  TIME,  CONTINUITY  AND  CHANGE:  Students  understand  that  people’s  actions  and  values  are   shaped  by  their  understanding  and  interpretation  of  the  past.    Understanding  the  Past:  Methods  for  sequencing  the  past  –  how  sequencing   chronologically  helps  to  identify  relationships  between  people,  events  and  ideas.    Interrelationships  between  people,  events  and  ideas:  How  historical  narratives   reflect  the  range  of  people,  social,  cultural,  religious  and  ethnic  diversity  in  different  time   periods  and  places.    Interpretation  and  perspectives:  Interpretations  and  perspectives  of  history  may  vary;   -­‐  there  are  different  historical  narratives  about  people,  events  and  ideas  that  reflect                differering  perspectives;   -­‐  why  as  more  information  is  gathered,  personal  perspectives  may  vary.   7.  ACTIVE  CITIZENSHIP:  Teach  the  use  of  the  democratic  process  to  evaluate  social  situations,   decisions  and  change.    Identify  actions  that  can  be  taken,  in  independent/collaborative  investigations.    Critically  reflect  on  planned  actions  and  potential  consequences  when  participating  in   society  –  consider  how  it  may  impact  on  others  and  their  rights.         4          
  • 5. Society  and  Environment     EDU286       SECTION  4:   Learning  Experiences  (Teaching  Strategies)     LEARNING  EXPERIENCE  1:  Tuning-­in:   Role-­play,  Brainstorm  &  Fishbone:   Students  will  be  given  various  scenarios  for  role-­‐play  (Groups  of  4-­‐6).    The  scenarios  translate   examples   of   past   &   present   social   injustice   experienced   by   Indigenous   peoples   to   familiar   elements   of   students’   everyday   lives,   enabling   them   to   experience   feelings   of   oppression   and   injustice,   and   understand   how   everyday   routines   and   practices   contribute   to   social   inequities   (Reid,  1992)  e.g.  playground  exclusion  scenes  discriminating  due  to  superficial  factors,  bullying;   parents/teachers   asserting   power-­‐insisting   who   students   can   be   friends   with,   unequal/unfair   homework   conditions;   lack   of   recognition   for   difficult   achievements   etc.     Students   will   collaboratively  analyse  and  brainstorm  the  feelings  generated  by  power-­‐holders,  the  oppressed,   and  observers.    Whole-­‐class  discussions  will  aim  to  examine  the  importance  of  ‘Recognition’  in   the  context  of  Reconciliation  identifying  cause-­‐effect  relationships  using  a  fishbone  diagram.     LEARNING  EXPERIENCE  2:  Deciding  Directions   Story-­Response  (Picture  Book)  &  Time  Line   Students   will   view   and   read   “Once   There   Was   A   Boy”   (Leffler,   2011).     They   will   then   work   in   pairs  to  discuss  each  character’s  feelings,  the  main  idea  of  the  book  (Reconciliation),  and  identify   the  analogy  with  colonisation,  generating  examples  of  key  historical  events  (written/drawn)  to   place  on  a  class  timeline  (e.g.  Indigenous  people  living  harmoniously  on  the  land,  arrival  of  first   fleet,   disputes   over   food,   displacement   from   the   land,   Maralinga,   exclusion   policies,   1967   Referendum  etc.    Students  will  be  guided  towards  accessing  various  resources  and  verifying  the   reliability   of   the   sources   (e.g.   Reconciliation   Australia   Timeline,   government   &   museum   websites,   books,   interviews).     Focus   questions   will   enable   students   to   discuss   the   impact   of   colonisation   on   Indigenous   peoples,   the   role   of   Recognition   in   the   Reconciliation   process,   the   importance  of  Reconciliation  in  healing  damage  and  being  able  to  move  forward  as  a  nation.           5          
  • 6. Society  and  Environment     EDU286       LEARNING  EXPERIENCE  3:  Organising  Ourselves   Photographs  &  KWL  (Know,  Want-­to-­Know,  Learn)   Students   will   be   shown   photographs   of   people   and   places   that   represent   Australia,   past   and   present,   including   non-­‐Indigenous   and   Indigenous   people   who   have   contributed   to   our   shared   history,  and  asked  to  “Recognise”  them  (e.g.  Governor  Phillip,  Yagan,  Truganini,  Cathy  Freeman   and   less   known   figures-­‐World   War   I&II   soldiers,   inventors,   Joan   Winch   etc).     Discussion   will   focus  on  contribution  to  society,  different  forms  of  recognition,  stereotypes  and  biases  and  why   recognition  is  important.    Students  will  collectively  select  a  biography  to  read,  which  will  be  used   to  illustrate  ‘Recognition’  as  the  first  step,  and  promote  the  realisation  that  even  when  we  think   we   know,   there   is   always   more   to   find   out.     Students   will   then   select   a   person   or   event   in   Australian   history   (e.g.   Canning   Stock   Route,   Maralinga,   1946   Pilbara   Strike),   and   working   in   pairs,  use  a  KWL  Chart  to  identify  what  they  know,  and  want  to  know  about  it.   LEARNING  EXPERIENCE  4:  Finding  Out   Exploring  Different  Information  Sources  -­  Bias  Identification   Students   will   be   introduced   to   methods   for   detecting   bias   in   information   sources,   including   considering   authorship   (who’s   perspective   is   being   presented?),   context   (time-­‐period   it   was   written),  stereotypes  (references  to  genetic  or  cultural  superiority).    The  main  emphasis  will  be   on   conducting   comprehensive   research   (i.e.   finding   alternative   information   sources   such   as   interviews,  biographies,  websites,  articles)  inclusive  of  different  perspectives,  particularly  those   of   ordinarily   suppressed   minority   groups.     Students   will   be   encouraged   to   uncover   multiple   realities  and  investigate  the  diverse  social,  cultural,  and  historical  experiences  of  people,  in  order   to   demystify   cultures   and   remove   barriers   to   find   commonalities.     The   embedded   nature   of   respect  and  care  for  country  in  Indigenous  culture  will  be  used  as  a  prominent  theme  to  promote   inter-­‐cultural   knowledge   exchange   as   a   process   which   enriches   and   assists   all   people   in   addressing  common  problems  (such  as  sustainability).     LEARNING  EXPERIENCE  5:  Sorting  Out   Graphic  Organisers,  Compare  &  Contrast,  Jigsaw   Students  will  be  introduced  to  various  relevant  graphic  organisers  useful  for  presenting  different   types  of  information  effectively.    They  will  be  asked  to  compare  and  contrast  the  diverse  social,   cultural   and   historical   perspectives   investigated   above   in   order   to   create   connections   between   the   experiences   and   produce   valid   and   comprehensive   historical   accounts.     Students   will   be   required   to   communicate   their   findings   to   the   class,   through   a   method   of   their   choosing   i.e.   powerpoint   presentation,   art,   poetry,   music,   posters,   oral   presentation,   written   report,   graphs/tables,   comic   strips,   photographs,   plays   etc,   indicating   where   their   topic   fits   on   the   timeline.     In   this   way   the   class   will   collaboratively   exchange   in-­‐depth   research   on   a   variety   of   topics,   expanding   overall   the   knowledge   base   and   exposing   students   to   various   methods   of   research  and  presentation  of  findings.           6          
  • 7. Society  and  Environment     EDU286       LEARNING  EXPERIENCE  6:  Drawing  Conclusions   Value  Line  &  Fishbowl  Debate   Students   will   be   presented   with   the   question   “Are   gestures   such   as   The   Apology   and   National   Sorry   Day   meaningful?”,   and   asked   to   stand   on   a   Values   Line   to   represent   their   view   (i.e.   continuum   from   Extremely   Meaningful   to   Pointless).     Students   will   then   engage   in   a   fishbowl   debate,   discussing   issues,   and   presenting   different   perspectives   which   they   have   gained   from   their  investigations.    If  these  events  are  meaningful  –  how?    Have  they  had  a  positive  effect  on   “bridging   the   gap’   and   achieving   equality   in   health,   education   and   employment   for   all   Australians?    If  not,  why  not?    What  is  the  role  of  Recognition  and  Reconciliation  in  this  process?     Following   the   debate,   students   will   be   asked   to   re-­‐evaluate   their   position   on   the   values   line,   providing  reasons  why.       LEARNING  EXPERIENCE  7:  Considering  Social  Action   5  Step  Decision  Making  Model,  Elimination  Draw   Students   will   be   asked   to   work   in   groups   of   4-­‐6   to   identify   how   they   as   individuals,   and   as   a   class/school,   could   contribute   to   achieving   supporting   the   Reconciliation   process   in   Australia,   and   improving   social   justice   and   sustainability?   The   5-­‐step   decision   making   model   will   be   introduced:   A-­‐ssess   problem,   B-­‐rainstorm   alternative   solutions,   C-­‐onsider   consequences   of   each,   D-­‐ecide   and   act,   E-­‐valuate   the   consequences.     Each   group   will   contribute   to   the   brainstorm,   with   alternative   solutions   listed   on   the   board,   and   an   Elimination   Draw   (voting   system)   held   to   identify   the   preferred   course   of   action.     Resources   such   as   the   Reconciliation   Action   Plan   from   Reconciliation   Australia,   can   be   used   to   assist   the   students   with   ideas   for   action,   such   as   a   School/Community   Reconciliation   Wall,   Welcome   to   Country   ceremony,   public   forums,   letters,   extending  school  relationships  to  build  connections  with  Indigenous  schools/organisations.     LEARNING  EXPERIENCE  8:  Reflection  and  Evaluation   Whole  Class  Discussion  &  Journaling   Students   will   be   asked   to   collaboratively   and   individually   reflect   on   their   learning   and   the   implementation  of  their  knowledge  to  promoting  social  justice  and  sustainability  using  the  5R’s   Model  (Bain  et  al.,  2002):    Report,  Respond,  Relate,  Reason,  Reconstruct.    How  did  their  actions   contribute   to   society,   influence   social   justice   and   promote   Recognition,   Reconciliation   and   Respect   for   Indigenous   people   and   their   culture?     How   has   it   broadened   the   perspectives   and   world-­‐views   of   non-­‐Indigenous   people   and   assisted   their   ability   to   solve   problems   in   society?     How   do   they   think   their   own   opinions   have   changed   since   investigating   histories   from   an   Indigenous   perspective?     Has   the   inquiry   process   increased   their   respect   and   value   for   the   longevity   and   resilience   of   Indigenous   cultures?   What   kind   of   on-­‐going   changes   will   this   knowledge  make  to  their  everyday  lives?             7          
  • 8. Society  and  Environment     EDU286       REFERENCES     Bain,  J.,  Ballantyne,  R.,  Mills,  C.  &  Lester,  N.  (2002).  Reflecting  on  practice:  Student     teachers’  perspectives.    Flaxton,  Queensland.        Department  of  Education  (2010).  K-­10  Syllabus:  Society  and  Environment.  Department  of     Education,  WA.   FORM,  (2012).    Canning  Stock  Route  Project.    Retrieved  from     http://www.form.net.au/aboriginal-­‐development/canning-­‐stock-­‐route-­‐project,     May  2012.   Freire,  P.  (1970).  Pedagogy  of  the  Oppressed.  Herder  and  Herder.  New  York.   Healey,  J.  (  2001).  Issues  in  Society:  Towards  Reconciliation,  Volume  140.  The  Spinney     Press.    Sydney.   Holland-­‐McNair,  L.  (2007).  Red  Dust  in  Her  Veins:  Women  of  the  Pilbara.  University     of  Western  Australia  Press.  Australia.      Kincheloe,  J.  (2008).  Critical  Pedagogy,  2nd  Edition.  Peter  Lang  Publishing.  New  York.   Leffler,  D.  (  2011).  Once  there  was  a  boy.  Magabala  Books  Aboriginal  Corporation.     Broome.  Western  Australia.   Martin,  G.  (1998).  Society  and  environment:  Conducting  investigations  in  the  primary     classroom.  Perth:  Murdoch  University.        Ministry  of  Education,  Victoria  (1987).  The  Inquiry  Process:  Social  Education  Framework,     P-­10.    Victorian  Ministry  of  Education.      MOADOPH  (Museum  of  Australian  Democracy  Old  Parliament  House).  Marnti     Warajanga:  a  walk  together.  Retrieved  from  www.moadoph.gov.au,  May     2012.   Netherwood,  K,  Buchanan,  J.,  Palmer,  D.,  Stocker,  L.  &  Down,  B.  (2007).  Valuing  Diversity     in  Children’s  Voice  –  Case  Study  of  the  Western  Australian  Cluster.  In  T.  Lovat  &  R.     Toomey.  (Eds)  Values  Education  and  Quality  Teaching:  The  Double  Helix  Effect.     David  Barlow  Publishing.  Terrigal.  NSW.   Reid,  A.  (1992).  Critical  teaching?  Education  Links,  43,  pp9-­‐12.         8          
  • 9. Society  and  Environment     EDU286       Reynolds,  R.  (2009).  Teaching  studies  of  society  and  environment  in  the  primary  school.     Oxford  University  Press.  Melbourne.        Shor,  I.  (1992).  Empowering  Education:  Critical  Teaching  for  Social  Change.  The     University  of  Chicago  Press.  Chicago.        Stevens,  L.  &  Bean,  T.  (2007).  Critical  Literacy:  Context,  Research  and  Practice  in  the  K-­12     Classroom.    Sage  Publications.  United  States.        Weber,  T.  &  Nichols,  R.  (2010).  Yiwarra  Kuju:  The  Canning  Stock  Route.  National  Museum     of  Australia.      Yalata  and  Oak  Valley  Communities  &  Mattingley,  C.  (2009).  Maralinga:  The  Anangu     Story.  Allen  &  Unwin  Press.    Australia.       Additional  Websites:     http://reconciliation.org.au     http://www.naa.gov.au  (National  Archives)     http://www.pictureaustralia.org     http://www.uncommonlives.naa.gov.au     http://www.nma.gov.au   http://www.hyperhistory.org   http://www.nationalwomenslibrary.org.au             9