Saving our Planet–in unity.
Active & Diverse Interconnections
Civics & Citizenship
Hello again class 5T parents! Throughout this unit, students have researched the significance of preserving Aboriginal heritage, and the influences people have regarding making positive/negative changes to environments. Last project, 5T recognised how their engagement and critical thinking enhanced after consolidating ideas; this articulated that collaboration enables fair, just and responsible decisions which benefit students and their communities (DEACT, 2017). We are going to use this knowledge, as students engage with diverse interconnections to campaign and fundraise for recognition of sustainability issues.
Student groups will design an Adobe Illustrator or drawn/painted campaign advertisement; this will be printed/photo copied/graphed and provided to local businesses. With supervision, this will be posted on social media to build a broader community awareness of the school’s upcoming barbeque and of the student groups’ environmental concerns. Groups will have opportunity to: verbally share their knowledge with communities, hand out handmade brochures and ask community members to sign petitions during this event. Fundraising will be evenly divided between sustainably issues/chosen charities.
5T students are also invited to individually participate in the ‘What Matters?’ civics literature programme (William Institute, 2020).
I will facilitate students as they individually:
· Identify valued characteristics of active citizens who they know or have read about during this unit (community participation, strong communication, sense of ownership, and actively finding and sharing knowledge).
· Generate/brainstorm sustainability topics that engage/interest them and affects the real world; they may choose to stay with a previously studied topic, or start new. Probe: “WHY do you care about it?”
· Topic prioritising.
· Research topic for clear understandings of the problem, and of possible solutions, causes, effects.
I will facilitate groups as they:
· Listen to, summarise and include all ideas.
· Share action plans: who will do what?
· Design poster, brochure, table for advertising at event.
· Choose a charity, and research for existing petitions.
· Become activists in conveying concerns and obtaining community perspectives.
· Locate charity and finalise money order.
Finally,
· Individually reflect upon what was learned in a blog.
· Share a detailed view of environmental issue through the ‘What Matters?’ civics literature programme (William Institute, 2020).
Internet usage, ICT and social media have been selected to further influence student engagement (Mellor & Seddon, 2013). Student-centred learning increases engagement and autonomy through independent organisation of decisions, and democratic values required to participate within society (Preston, Harvie & Wallace, 2015). Civics and Citizenship will influence a consciousness of social responsibility, young citizens will come to see the social, cultural and political insightfulness of diversities when they engage with and question decisions within the society in which they live (Brett, 2020; Brett & Colliver, 2014).
Thank you for your support!
Word count: 440
Curriculum Links:
Australian Curriculum Assessment and Reporting Authority [ACARA], (2016). Foundation to Year 10
Curriculum: Year 5 English: Language for interaction (version 8.3). Australia: ACARA.
Retrieved from:
Brett, P. (2020). Week Two: Civics and Citizenship – Dr Peter Brett: Lecture Two: Teaching
Controversial Issues (Transcript]. Retrieved from:
Brett, P., & Colliver, A. (2014). What matters and what’s next for civics and citizenship education in
Australia? Social Educator, 32, p. 4-15.
Department of Education Australian Capital Territory [DEACT], (2017). Ask Us: Student Voice in the
ACT Resource Kit. Australian Capital Territory for Education. Retrieved from:
Gilbert, R., & Hoepper, B. (2017) Teaching Humanities and Social Sciences: History, Geography,
Economics and Citizenship in the Australian Curriculum (5th Ed.). South Melbourne, VIC: Cengage Learning.
Mellor, S., & Seddon, T. (2013). Networking Young Citizens: Learning to be citizens in and with the
social web. Australian Council for Educational Research (ACER). Retrieved from:
National Geographic (2020, April, 19). His Epic Message Will Make You Want to Save the World | Short
Film Showcase [Video]. YouTube. Retrieved from:
Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: A primary
Humanities example. Australian Journal of Teacher Education, 40, 73-85The William Institute within Western Sydney University (2020). What Matters? An online
writing competition open to students in year 5-12, as individuals, or via classroom
work. Retrieved from:
Hi Nicole,
ReplyDeleteThe introduction has done well to provide parents with what students have learnt previously, it is nice to refresh what past knowledge students already have, to begin what they will be learning next. I like the activity you’ve chosen, it seems like a fun and exciting project that will motivate students. Advertisements are very relevant and is something that you see in everyday life. You’ve discussed how it connects to communities, particularly within the school and I liked that you’ve included fundraising for charities! I’ve found that you can link this to Media Arts (ACAMAM064) “presenting their media artworks using internet-based technologies, including social media”
I just have one question; how will students create this digitally? Using what program? And will all students have proficient ICT skills to achieve this? Perhaps you could have an option for students to create their posters on paper as well. ICT can still be linked as they can do internet research and the use of social media. Just an idea though!
Otherwise another great post, you have done so well with them all! I like that this post is more simplified and organised in dot points, I think it’s concise and easy for parents to understand. Good job, I’ve enjoyed reading them all.
Thanks,
Kate (Meg).
Hi Kate.
DeleteI loved your suggestion of adding Media Arts, I'm always keen to include as many learning areas as possible, much appreciated. Great point regarding differentiation, I have now included included the option for students to paint or draw a poster. Thanks again for your helpful feedback.
Kind regards,
Nicole.