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Courtney Howell 159668 ESH360 Assignment 2: Planning for progression Unit Co-ord./Lecture r Dr. Peter Brett Tutor:(if applicable) Student ID 159668 Student Name Courtney Howell Unit Code ESH360 Assessment Task Title/Number AT2: Planning for progression in a Humanities and Social Sciences sequence of lessons Annotation Word Count [Max 1000 words] 997 Unit Title: Humanities and Social Sciences: Understanding the environment and sustainability Lesson: One Duration: 50 minutes Year Level: 1 Rationale: The HSS Curriculum Learning Outcomes: Assessment Task Cover Sheet and rubric – AT2 ESH360

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Page 1: HSS Curriculum Connections: - court1606.files.wordpress.com  · Web viewAnnotation Word Count [Max 1000 words] 997. Unit Title: Humanities and Social Sciences: Understanding the

Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Unit Co-ord./Lecturer Dr. Peter Brett

Tutor:(if applicable)

Student ID 159668

Student Name Courtney Howell

Unit Code ESH360

Assessment Task Title/Number

AT2: Planning for progression in a Humanities and Social Sciences sequence of lessons

Annotation Word Count [Max 1000

words]997

Unit Title: Humanities and Social Sciences: Understanding the environment and sustainability

Lesson: One

Duration:50 minutes

Year Level: 1

Rationale: The purpose

of this lesson is to

develop students

understanding of their

local environment by

examining what makes

it unique and

sustainable.

HSS Curriculum Connections:

Geography: The natural, managed

and constructed features of

places, their location, how they

change and how they can be cared

for (ACHASSK031):

Elaboration: using observations

of the local place to identify and

Learning Outcomes:

1. Student can identify the

natural, managed and

constructed features of a

place.

2. Student is able to locate

and identify the natural,

constructed and managed

Assessment Task Cover Sheet and rubric – AT2 ESH360

Court1606, 13/05/16,
The planning began by identifying a theme to focus the unit on, Gilbert & Hoepper (2014) consider this to be the "central part" of designing a unit of work in HSS. Marsh (2008) states that it is widely recommended to teach units of work rather than an isolated experience because, "it provides students with a focus" and enables teachers to "select sources from a variety of sources"(p.82). Sustainability was selected as the controversial issue because "part of learning how to manage resources" within environments requires "learning how to democratically involve all stakeholders and to consider varied points of view" (Reynolds, 2014, p. 136).
Court1606, 13/05/16,
Year 1 was chosen as the focus age group because I am a studying early childhood educator and want the opportunity to utilise both the Australian curriculum and the Early Years Learning Framework to design a unit.
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

describe natural features,

managed features and constructed

features and locating them on a

map.

features of an

environment on a map.

EYLF (2009) Connections:

Outcome 2.4: "Children are connected with and contribute

to their world: Children become socially responsible and

show respect for the environment (p.29).

Inquiry Questions:

What are the different features of places?

How can we care for places?

Year 1 Relevant Geography Achievement Standard: By the end of Year 1, students identify and describe the natural, managed and constructed

features of places at a local scale and identify where features of places are located.

Resources: Interactive whiteboard to watch video on.

Risk Assessment:Need to make sure the environment is clean and safe for students to visit. Do students need to wear their hats outside and is the weather permitting?

Introduction: (10 minutes)Gather students on the mat, ask:

1. What does the word environment mean?2. Who has heard of the word sustainability? What do you think it means?

Tell students that over the next couple of weeks we are going to explore the concept of sustainability and environment.Watch the following video to engage student interest in the topic as it discusses the importance of our environment and sustainability: https://www.youtube.com/watch?v=bn8R_XqjjI0

Body: (30 minutes)Instruct students to gather their art book and pencils. Take students outside to the main area where they eat lunch and play. Ask students:

1. What can you see? 2. What things do you think are natural parts of the environment? Prompt students'

answers by stating that natural things have not been built by people, such as trees and grass.

3. What features of the environment do you think are constructed? 4. What features of the environment need managing by us?

Invite students to spend five to ten minutes drawing the layout of the environment from a birds-eye perspective. Advise students that a birds-eye perspective is looking down from above what is being drawn: Imagine that you are a bird looking down on the environment,

Court1606, 13/05/16,
There are multimodal texts used within each of the lesson introductions as a way of engaging students. They are also assisting in creating inclusive lessons as all students learn differently and find things that they relate to more engaging and beneficial to their learning (Edwards & Watts, 2008).
Court1606, 13/05/16,
This introduction has been designed to first understand what students already know about the environment and sustainability and then scaffold off of this knowledge to gradually deepen their understanding (Hoffnung et al., 2013).
Court1606, 13/05/16,
The inquiry questions relate to the Year 1 HSS curriculum and are included as this what students are exploring as they progress through the lessons. They remain the same throughout each lesson and are assessed in a summative manner upon completion of the unit of work.
Court1606, 13/05/16,
In all four lessons the learning outcomes reflect the Humanities and Social Science curriculum content descriptor. The learning activities are directly based around providing students with the required knowledge and information needed to achieve the learning outcomes.
Court1606, 13/05/16,
A geography Year 1 content descriptor was selected to assist in developing student understanding of the environment and sustainability because, Reynolds (2014) advocates that "geography is the investigation and understanding of the environmental and human characteristics of the places that make up our world" (p.14).
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

what do you see?

Take students back to the classroom and instruct them to create a method that clearly identifies where the natural, constructed, and managed feature of the environments were on their birds-eye drawing.

Gather students back on the mat to share their drawing and the method they used to show the natural, constructed and managed features. Ask students:

1. What things in the environment might change throughout the year and why?2. How might the weather or seasons change the environment?3. What things are we already doing in the environment to keep it clean and healthy?

Conclusion: (10 minutes)Finish the lesson by asking students why they think it is important to look after the environment. Take the time to allow all students to individually provide their thoughts and opinions. Write up the students responses on the whiteboard, noting how many agreed or disagreed with each response.Assessment: Student's birds-eye perspective drawing will be assessed against the learning outcomes along with their participation with the class discussion. See Appendix One for marking criteria.Evaluation:Assess the outcome of the lesson and my teaching practices; Were the lesson objectives achieved? What things would I change if I was to teach this lesson again? Are students working towards the relevant achievement standards? Were the students able to relate to the topics? Did my teaching methodology work or do I need a different teaching strategy?

Unit Title: Humanities and Social Sciences: Understanding the environment and sustainability

Lesson: Two

Duration:65 minutes

Year Level: 1

Rationale: The purpose of

this lesson is to develop

students understanding of

their local environment by

examining what changes

occur and how the focus

environment is cared for,

HSS Curriculum Connections:

Geography: The natural,

managed and constructed

features of places, their

location, how they change

and how they can be cared

Learning Outcomes:

Student is able to

identify why we need

certain activities and

businesses in our

environment to main its

sustainability.

Court1606, 13/05/16,
This assessment is formative because the information collected will be used to shape the revision part of the following lesson. Brady & Kennedy (2012) state that assessments that are "formative in nature" are usually considered as informal as the purpose is to acquire information to base future teaching on (p. 16). The purpose of using a formative assessment strategy is to identify what students understand clearly and where they may require further assist before starting the need learning experience.
Court1606, 13/05/16,
In this lesson students explore the notion of environment and sustainability within a local area that is relevant to them.The open questions have been designed "to find out how" the students "are thinking about and making sense of" the features within the focus environment and how sustainability fits into their environment, and how they are progressing towards the learning outcomes (MacNaughton & Williams, 2009, p. 154).
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

why and by whom. for (ACHASSK031). Student is able to

suggest some methods

to maintain or improve

an environment's

sustainability.

EYLF (2009) Connections:

Outcome 2.4: "Children are connected with and contribute

to their world: Children become socially responsible and

show respect for the environment (p.29).

Inquiry Questions:

What are the different features of places?

How can we care for places?

Year 1 Relevant Achievement Standard: 1. Students identify and describe the features of places and their location at a local scale and

identify changes to the features of places.2. They recognise that people describe the features of places differently and describe how

places can be cared for.

Resources: Interactive whiteboard to watch video on. Two IPads. A copy of the scenarios for learning station two. 25 copies of the worksheet in Appendix Three.

Risk Assessment:Need to make sure the environment is clean and safe for students to visit. Do students need to wear their hats outside and is the weather permitting?

Introduction: (10 minutes)Gather students on the mat, ask:

1. Who remember what the word environment means?2. Who remembers what the word sustainability means?3. What did we do last time when we investigated these two topics?

Watch the following video to engage student interest, it presents the importance of sustainability through the context of storytelling: https://www.youtube.com/watch?v=fKWQuU0sHPw

Ask students:1. What happened in the video?

Tell students that they will be completing five learning stations where they will explore sustainability and the environment further in groups of 4 or 5.

Body: (50 minutes, each learning station is 10 minutes)Learning Station One: Students will explore three interactive games that assist in developing students understanding about sustainability and the environment. Students need to print off their scores and glue in to their art book. The games can be found at:

Court1606, 13/05/16,
In this learning station students go from thinking about natural, constructed and managed features of an environment, to thinking about the consequences that occur with features within an environment.
Court1606, 13/05/16,
Learning stations have been used as a way of including cooperation in to the classroom, as peers will work together on "well-defined tasks" to assist each other in deepening their understanding of the environment and sustainability (Marsh, 2008, p.75).
Court1606, 13/05/16,
These questions are used to revise and remind students about the focus topic before engaging in new learning and are included in lesson 3 and 4 also.
Court1606, 13/05/16,
These learning outcomes assimilate with the content descriptor but, extend on students previous learning by examining different aspects of an environment and how they assist in sustainability.
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

http://www.mysusthouse.org/game.htmlAbout the games:

1. Environment Game: Provides valuable information about the environment we live in and how the choices we made impacts on our sustainability level. After each short information video the games asks questions, depending on the response the high or level your sustainability score.

2. Building Game: Students will build and design a house, the aim is to build a house that is highly sustainable. There are videos at the beginning which explain some value things to include when building a house.

3. Town Game: Students will explore the businesses and environments within a town and learn about how choices made within these areas can affect the town's sustainability score.

Note: it would excellent to have a support staff assisting students at this learning station as some student may struggle using the computer or understanding the instructions on the games.

Learning Station Two: Students will use their birds-eye perspective drawing marked with natural, constructed, and managed features on it to create a more sustainable environment. Student will have two scenarios to work with but only need to complete one. Students will also have two IPads available to assist them in researching ideas for their chosen scenario, see Appendix Two for the scenarios. Students will write their responses up in their art book.

Learning Station Three: Students will have a debate about whether or not they think it is important to look after an environment. This will give students that opportunity to share their opinions on sustainability. The teacher will guide students through this learning station by asking three focus topic questions:

1. Do you think it is important to care for the environment? Why or why not?2. Whose responsibility is it to look after the environment and why?3. What do you think would happen if people stopped looking after the environment?

As the teacher, it is vital to take notes of students input, as this will assist in assessing the students' development.

Learning Station Four: Students will work together to complete a worksheet where they will identify as many of the businesses, environments and individuals who assist in keeping a towns sustainability level high. Student will glue their completed worksheet into their art book. See Appendix Three for copy of the worksheet.

Learning Station Five: Students will be provided with a camera each and will go outside with the teacher's aide or support parent to the environment drawn in lesson one. Instruct students to take five photos of:

1. A natural feature of the environment.2. A constructed feature of the environment.3. A feature the needs to be managed or cared for.4. Something you think requires fixing or changing the environment.5. A feature that changes throughout the year.

Once students have taken their pictures, head to the computer lab to print them off.

Court1606, 13/05/16,
This station is including the use of technology and literacy skills to identify and discuss the features within an environment, thus demonstrating their understanding of the different feature of an environment and what needs to happen to maintain its sustainability.
Court1606, 13/05/16,
This station has students demonstrating their understanding of the natural, constructed and managed features within their local environment. This learning station is addressing both the achievement standards as they are first identifying and describing "the features of places and their location at a local scale and identify changes to the features of places", and secondly they are recognising that others "describe the features of places differently and describe how places can be cared for" (ACARA, 2015).
Court1606, 13/05/16,
This station will have students exploring the controversial issue on sustainability as they will share and discuss their beliefs and opinions on the topic. Holden (2007) articulates that for an issue to be considered as controversial it needs to be important to people and involves a series of different views and judgements.
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Students will then glue them into their art book and write a little description about each picture, clearly labelling them with the above five picture topics.

Conclusion: (5 minutes)Gather students on the mat and discuss:

1. What did you do at each of the learning stations?2. What was one thing that you learnt or can remember about sustainability?3. What activity did you enjoy most?

Assessment: Assessment will be a formative one as there is still time to increase students understanding about sustainability and the environment. Complete a criterion reflecting on the students work collected in their art books, discussion input, and level of achievement with the lesson outcomes, see Appendix Four.Evaluation:Assess the outcome of the lesson and my teaching practices; Were the lesson objectives achieved? What things would I change if I was to teach this lesson again? Are students working towards the relevant achievement standards? Were the students able to relate to the topics? Did my teaching methodology work, or do I need a different teaching strategy?

Unit Title: Humanities and Social Sciences: Understanding the environment and sustainability

Lesson: Three

Duration:1hour & 35 minutes

Year Level: 1

Rationale: The purpose

of this lesson is to

develop students

understanding of why

we have waste

management activities

in our local

environment and how

they assist with the

sustainability of an

environment.

HSS Curriculum Connections:

Geography: Activities in the

local place and reasons for

their location

(ACHASSK033):

Elaboration: identifying the

activities located in their

place (for example, waste

management activities),

locating them on a pictorial

map, and suggesting why

they are located where they

are.

Learning Outcomes:

1. Student is able to discuss

why we have waste

management activities.

2. Student is able to locate the

Devonport City Waste

Transfer Station and its

sections on a pictorial map.

3. Student is able to provide

reasons as to why the

Devonport Waste Transfer

Station is located where it is.

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

4. Student is able to discuss

how waste management

assist with sustainability of

an environment.

EYLF (2009) Connections:

Outcome 2.4: "Children are connected with and

contribute to their world: Children become socially

responsible and show respect for the environment

(p.29).

Inquiry Questions:

What are the different features of places?

How can we care for places?

Year 1 Relevant Achievement Standard: Students identify and describe the features of places and their location at a local scale and

identify changes to the features of places.

Resources: 25 copies of the Waste Transfer

Station image. The book: Where does all the

garbage go?

Risk Assessment: Going on a field trip will require additional staff or

parents to maintain the children's safety. Invite parents along.

Students could get lost or left behind. Students will need to be counted regularly.

Introduction: (15 minutes)Ask students:

1. Where does our garbage go?2. Can anyone think of a place where we can take our garbage?

Read the book Where does all the garbage go? Introduce the book to the students by giving a brief overview; In this book we will follow the garbage truck to the landfill and the incinerator, and then visit the recycling center to see how glass, metal, paper and plastic are recycled. Once students have read the book provide students with an image of the Devonport Waste Management Station to glue into their art books. Instruct students that they will be required to take their art book on the field trip, as they will be labelling the different sections on their image.

Body: (around 60 minutes, depending on transportation time)Students will catch a bus to the field trip destination, the Devonport City Waste Transfer

Court1606, 13/05/16,
This book has been used a way to ignite students curiosity in regards to what happens to the garbage and is engaging their interest for the field trip. Schoch (2011) advocates that picture books can "create a bridge between" students current understandings and new knowledge and information (p. 3).
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Station, to see what happens with some of our waste. Organise beforehand to have someone take the class around each of the different sections of the Waste Transfer Station and talk about how it is organised and why it is located where it is. While at the Waste Transfer Station students will detail a map of the Waste Transfer Station by labelling the different sections and provide short descriptions about each section in their art book, see Appendix Five for image that student will use.

Conclusion: (20 minutes)Once students are back in the classroom, instruct students write a recount of their visit to the Waste Transfer Station in their art book and include responses to the following questions:

1. Where did we go on our field trip?2. What were three things you learnt about the Waste Transfer Station?3. Do you think the Waste Transfer Station is positively or negatively affecting the

environment and sustainability of our community?4. Are there any changes you would suggest to the council to make the Waste Transfer

Station better for the environment or the level of sustainability?Assessment: The student's maps of the Devonport Waste Management Station will be assessed in terms of how well they identified and described the different sections on the map. Students recount and reflection will be used to assess student's accomplishments of the lesson outcomes, achievement standards and the EYLF outcome, see Appendix Six.Evaluation:Assess the outcome of the lesson and my teaching practices; Were the lesson objectives achieved? What things would I change if I was to teach this lesson again? Are students working towards the relevant achievement standards? Were the students able to relate to the topics?Did my teaching methodology work or do I need a different teaching strategy?

Unit Title: Humanities and Social Sciences: Understanding the environment and sustainability

Lesson: Four

Duration:45-50 minutes

Year Level: 1

Rationale: The purpose

of this lesson is to use

students

understanding of the

environment and

sustainability that the

developed in the last

HSS Curriculum Connections:

Geography: The natural,

managed and constructed

features of places, their

location, how they change and

how they can be cared for

(ACHASSK031)

Learning Outcomes:

1. Student can identify the

natural, managed and

constructed features of a

place.

2. Student can suggest

addition ways to maintain

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

three learning

experiences and apply

to a real life context.

Evaluating and Reflecting:

Reflect on learning to propose

how to care for places and

sites that are important or

significant (ACHASSI026)

or improve an

environment's

sustainability.

EYLF (2009) Connections:

Outcome 2.4: "Children are connected with and

contribute to their world: Children become socially

responsible and show respect for the environment (p.29).

Inquiry Questions:

What are the different features of places?

How can we care for places?

Year 1 Relevant Achievement Standard: By the end of Year 1, students identify and describe the natural, managed and constructed

features of places at a local scale and identify where features of places are located. Students can reflect on their learning to suggest ways they can care for places.

Resources: Interactive whiteboard to watch video on.

Risk Assessment:

Introduction: (10 minutes)Gather students on the mat and ask: What is an environment? What does sustainability mean? How can we make our environments sustainable? If we are talking about sustainability in our environment, what do you think the words

reduce, reuse, recycle mean?Watch the following video on the three R's: Reduce Reuse, Recycle: https://www.youtube.com/watch?v=wtoeZ9NkeqkReflect on the video by asking:

1. How can we reduce our waste?2. What things can we reuse and how?3. Why should we recycle?

Body: (60 minutes)Once students have a clear understanding of reduce, reuse and recycle:

Have students rule up a table in their art book with three columns. The columns need to be labelled Reduce, Reuse and Recycle.

Once students have ruled up their table, take them on a walk around the outside environment that they first examined in lesson one. Instruct students to make a list of ways that they could apply the concept of reduce, reuse and recycle to the environment natural, constructed and managed features by filling out their table.

Court1606, 13/05/16,
This lesson has been designed to provide students with the opportunity to create an activity citizenship project where the knowledge and understanding learnt in the previous three lessons can be applied in a real life context.Students are using the focus environment from lesson one, as they have already identified the natural, constructed and managed features.
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Once students have around three responses for each of the columns, head back inside to share and discuss the ideas that students came up with.

As a group, decide on one idea for each topic that they think would be the best way to improve the environments sustainability level.

Divide the students into three groups, as each group will create an active citizenship project for the whole to implement. Group one: reduce, group two: reuse, and group three: recycle.

Tell students that they are going to create an active citizenship project where they will improve the sustainability of the chosen environment. They will present their ideas on a poster during an assembly to encourage other students to participate in their new ideas for the environment.

Give students the following instructions one at a time to complete as a group:o Have a discussion and plan your project to improve the reduce, reuse or

recycle aspects of the environment outside. As a group you need to think about and write down your answers in your art book:

What is happening already in the environment? What changes need to be made in the environment? What resources will your group need to make the reduce, reuse or

recycle idea happen? When will the new idea start happening in the environment? What information do you need to include on the poster?

o Once you have answered the questions begin planning how you will introduce, maintain and assess the effectiveness of your reduce, reuse or recycle idea.

Conclusion: (10 minutes)Students will first present their completed posters in the focus environment, followed by presenting their poster and idea at the next school assembly. Once Students have presented their poster and idea in an assembly, assist students in implementing their ideas in the environment. Assessment: Students' level of participation and understanding of sustainability and the environment will be assessed through a summative assessment that addresses the overall learning outcomes, achievement standards, and EYLF outcome for the entire unit of work. Students art book will be used as evidence when completing the assessment criteria, see Appendix Seven.Evaluation:Assess the outcome of the lesson and my teaching practices; Were the lesson objectives achieved? What things would I change if I was to teach this lesson again? Are students working towards the relevant achievement standards? Were the students able to relate to the topics?Did my teaching methodology work or do I need a different teaching strategy?

References

Court1606, 13/05/16,
The final assessment is a summative in nature and has been designed to assess students achievement of the learning outcomes, achievement standards and EYLF outcome. The work collected throughout the unit in the art books will be used as evidence. Brady & Kennedy (2012) articulate that evidence-based assessments are strongly recommended because "in case of a dispute", "a second judgment can be made on a student's" achievements (p. 89).
Court1606, 13/05/16,
The purpose of using a poster is to provide students with the opportunity to create a persuasive piece of writing that will encourage others to actively participate in their sustainability improvement schemes (Brett & Thomas, 2014).
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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Australian Curriculum, Assessment and Reporting Authority. (2015, 15 December). The

Australian Curriculum: Humanities and Social Sciences: Year one (version

8.1). Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-

sciences/hass/curriculum/f-10?y=1&s=inquiry-and-

skills&s=H&s=G&s=CNC&s=ENB&layout=1#page=2

Brady, L. & Kennedy, K. (2012). Assessment and reporting: Celebrating student

achievement. Frenchs Forest, NSW: Pearson Australia.

Brett, P. & Thomas, D. (2014). Linking Literacy, Citizenship education and persuasive

advocacy. Journal of Social Sciences Education, 13 (4) pp. 61-72.

Department of Education, Employment and Workplace Relations. (2009). Belonging, being

and becoming: The early years learning framework for Australia. Canberra, ACT:

DEEWR.

Edwards, C. & Watts, V. (2008). Classroom discipline & management. Milton, QLD: John

Wiley & Sons Australia.

Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: History,

geography & citizenship in the Australian curriculum. South Melbourne, VIC:

Cengage Learning Australia.

Hoffnung, M., Hoffnung, R. J., Seifert, K. L., Burton-Smith, R., Hine, A., Ward, L., Pause, C. &

Swabey, K. (2013). Lifespan development: A tropical approach. Milton, QLD: John Wiley & Sons

Australia, Ltd.

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Holden, C. (2007). Controversy for Beginners: How to keep calm and maintain control while

teaching about controversial issues. Retrieved from: http://www.citized.info/?

strand=2&r_menu=res

Marsh, C. (2008). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, NSW:

Pearson Education Australia.

Reynolds, R. (2014). Teaching humanities and social sciences in the primary school. South

Melbourne, VIC: Oxford University Press.

Schoch, K. (2011). Picture books across the curriculum. Retrieved from

http://teachingreadingandla.pbworks.com/f/Picture%Across%20the%Curriculum%20

2011%20revised.pdf

Appendix One

Student Name: Date: Teacher Assessing:

Criteria Agree or Disagree

Comments

Student is able to identify the natural, managed and constructed features of a place.

Student is able to locate and identify the natural, constructed and managed features of an environment

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

on a map.

Student is working towards answering the inquiry questions:

What are the different features of places?

How can we care for places?

Student is achieving the EYLF outcome 2.4: "Children are connected with and contribute to their world: Children become socially responsible and show respect for the environment (p.29).

Student has a basis understanding of the term sustainability.

Appendix Two

Scenario One:It is Wednesday afternoon and you are about to head outside with your class to play dodge ball on the oval and you are really excited about it. As you walk outside with your class, the teacher suddenly stops. All over the school's oval is heaps of garbage left by students who had been on the oval eating lunch. Instead of playing dodge ball your teacher marches the class back to the classroom and grabs heaps of gloves and garbage bags. You all head back outside and spend the next 20 minutes cleaning up the oval instead of having fun. The whole class ended up missing out on playing dodge ball so you and your friends decided to come up with some ideas to stop this from happening again. What ideas do you come up with?Think about: Why do think students are leaving rubbish on the oval?

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

How can you stop students from littering on the oval? What are some things that the school could do to students from eating on the oval at lunch

time?

Scenario Two: The cook in the school's canteen has asked all students to come up with a way that she can use more natural ingredients in her food to make some new delicious lunch time meals, as many students have been complaining the food is not very tasty. She tells the students that used to have a small garden full of herbs but it wasn't big enough and eventually she ran out of herbs. She also says that she does not have time to take care of it.Your task is to incorporate a herb and vegetable garden into the school outside environment that student can excess and maintain.Think about:

What plants you could have in the garden? How could be stay safe while gardening? How would having a herb and vegetable garden add to the school sustainability?

Appendix Three

Your task is to think of as many businesses, environments and individuals who assist in maintaining your town's sustainability level.

Name: Date:Businesses Environments Individuals

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Appendix Four

Student Name: Date: Teacher Assessing:

Criteria Agree or Disagree

Comments

Learning Station One: Student

participated in the games and

showed an understanding of how to

achieve a good level of

sustainability. EYLF outcome

understanding demonstrated.

Learning Station Two: Student

participated in the group scenario

activity and used their

understanding of sustainability to

suggest some useful solutions.

Learning outcome 2 demonstrated.

Learning Station Three: Student

participated in the debate and

presented some valuable points of

view to all three questions.

Achievement standard 1 and 2

progression or achievement

demonstrated.

Learning Station Four: Student

participated in the group worksheet

discussion. Numerous businesses,

environments and individuals have

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

been identified with maintaining a

community's sustainability. Learning

outcome 1 demonstrated.

Learning Station Five: Student took

five photos that identify all five

requirements and provided a

correct description to match.

Appendix Five

Image of the Devonport Waste Transfer Station, screen shot from Google earth.

Appendix Six

Student Name: Date: Teacher Assessing:

Criteria Level of Achievement: Comments

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Excellent, Satisfactory or Unsatisfactory.

Student is able to discuss why we have waste management activities.

Student is able to locate the Devonport City Waste Transfer Station and its sections on a pictorial map.

Student is able to provide reasons as to why the Devonport City Tip is located where it is.

Student is able to discuss how waste management assist with sustainability of an environment.Student has become socially responsible and shows respect for the environment.

Appendix Seven

This is the final assessment and is summative in nature.

Student Name: Date: Teacher:

Assessing Achievement Level:Excellent, Good or Poor.

Comments

Year 1 Achievement Standard: student identifies and describes the natural, managed and constructed features of places at a local scale and identify where features of places are located.

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Year 1 Achievement Standard: Student can reflect on their learning to suggest ways they can care for places.EYLF outcome: Student is connected with and contributes to their world by being socially responsible and shows respect for the environment.

Inquiry Question One: Student can identify the different features of places.

Inquiry Question Two: Student can suggest way to care for places.

Learning Outcome One: Student can identify the natural, managed and constructed features of a place.

Learning Outcome Two: Student can suggest addition ways to maintain or improve an environment's sustainability.

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

Assessment criteria

HD: 80 – 100 DN: 70 – 79 CR: 60 – 69 PP: 50 – 59 NN: <50

1. Plans engaging and appropriate Humanities and Social Sciences education learning opportunities.

(25)

Highly detailed and creative planning for student engagement. Insightful planning for exploration of the selected Humanities and Social Sciences education concept. Provides a critical and well-argued framework for curricular and pedagogical decisions in the annotation commentary.

Thorough and thoughtful planning for student engagement. Planning enables effective exploration of the selected Humanities and Social Sciences education concept. Provides a critical and well-organised framework for curricular and pedagogical decisions in the annotation commentary.

Well-organised, conscientious planning for student engagement. Planning enables some purposeful treatment of the selected Humanities and Social Sciences education concept. Provides a well-argued framework for curricular and pedagogical decisions in the annotation commentary.

Some useful and relevant planning for student engagement. Planning enables some treatment of the selected Humanities and Social Sciences education concept. In justifying Humanities and Social Sciences education planning, considers some curricular and pedagogical decision-making factors in broadly sensible ways in the annotation commentary

Partial, limited and/or basic planning. Simple and/or inadequate planning for engagement with a selected Humanities and Social Sciences education concept. Overly descriptive and/or simplistic annotation commentary. Describes what was planned rather than discussing the reasons for the planning approaches adopted. The sequence of lessons lacks coherence.

2. The planning enables progression in children’s thinking and understanding in relation to the chosen Humanities and Social Sciences education concept through a range of different assessment

Plans insightfully and skilfully for progression in the selected Humanities and Social Sciences education concept. An excellent and imaginative range of relevant assessment activities. Provides a convincing justification of

Plans very effectively for progression in the selected Humanities and Social sciences education concept. A very good range of relevant assessment activities.. Thoughtfully justifies planning decisions relating to the level of

Demonstrates an awareness of some key ideas relating to progression in the selected Humanities and Social Sciences education concept in the planning of student activities. A good range of relevant assessment activities.

Identifies a few relevant ideas and/or activities relating to progression in the selected Humanities and Social Sciences education oncept in the planning of student activities. Some attempt to link theory with practice,

Limited awareness demonstrated of issues around progression in the selected Humanities and Social Sciences education concept in the planning of student activities. Few

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

activities and tasks.(25)

planning decisions relating to the level of activities in the annotation commentary.

activities in the annotation commentary.

Justifies planning decisions relating to the level of activities logically and sensibly in the annotation commentary.

with inconsistencies in the effectiveness of establishing this dialogue. Some relevant justification of planning decisions relating to the level of activities in the annotation commentary.

references to any wider academic or pedagogical literature. Limited and/or unpersuasive justification of planning decisions relating to the level of activities in the annotation commentary.

3.The annotation justifies the benefits of incorporating a

controversial issue in the sequence of lessons, deploying effective pedagogy in this area and demonstrates a contextualised understanding of the nature and value of active citizenship and participation in Australian primary schools, with respect to the planned lesson sequence. (25)

The inclusion of a topical or controversial issue enhances the unit to impressive effect. Excellent reflection upon how the issue will be handled and possible sensitivities. The incorporation of an active citizenship dimension enhances the unit significantly. A sophisticated and persuasive appreciation of the possibilities of active citizenship is conveyed in the annotation commentary.

The inclusion of a topical or controversial issue enhances the unit significantly. Good reflection upon how the issue will be handled and possible sensitivities. The incorporation of an active citizenship dimension is engaging and thoughtful. A well-argued sense of the possibilities of active citizenship is conveyed in the annotation commentary.

The inclusion of a topical or controversial issue is thoughtful and improves the unit. Some worthwhile reflection upon how the issue will be handled. The incorporation of an active citizenship dimension is purposeful and practical. A professional and grounded sense of the possibilities of active citizenship is conveyed in the annotation commentary.

Sound if only partially successful incorporation of a topical or controversial issue. Some attempt to reflect upon how the issue will be handled. Some effort to demonstrate incorporation of a Citizenship dimension within the unit. There is some sound if largely descriptive or generalised discussion of the possibilities of active citizenship in the annotation commentary.

The attempt to incorporate a topical or controversial issue is unsuccessful or misunderstood. There is little or no discussion of this issue. The attempt to incorporate a Citizenship dimension is unsatisfactory or ill-conceived. Little awareness is demonstrated of what makes for effective Citizenship learning.

4. Effectively communicates information and ideas drawing upon

Highly engaging and well-organised communication. Accomplished

High-level clarity of communication. Accurate use of APA

Appropriately structured writing. Ideas, explanations, and

Appropriately structured writing. Meaning usually but not

Does not meet the minimum expected requirement

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression

an appropriate academic literature. Deploys appropriate academic writing conventions, Humanities and Social Sciences education terminology and APA referencing (25)

use of APA referencing conventions and accepted conventions for scholarly writing, as well as confident and fluent use of Humanities and Social Sciences education language and concepts within the planning and annotation. Significant and thoughtful engagement with a wider academic literature, including journal articles, in evidence in the annotation.

referencing conventions, spelling, grammar and different formats as appropriate for the assignment. Effective use and deployment of Humanities and Social sciences education concepts and subject-specific language in the planning and annotation . Good engagement with wider academic literature in evidence in the annotation.

justifications are usually conveyed clearly. Some minor inaccuracies in the use of APA referencing conventions, spelling, grammar. Accurate use made of appropriate for Humanities and Social sciences education subject-specific concepts and language in the planning and annotation. Engages with wider academic literature in appropriate ways in the annotation.

consistently clear. Some inaccuracies in the use of APA referencing conventions, spelling, grammar. Variability in the effective use of subject-specific terminology in the planning and annotation. Some evidence of deployment of wider reading in the annotation.

s of academic writing or communication in a Society and Environment context. Referencing is inconsistent and/or incomplete. Significant examples of incorrect use of terminology and writing conventions. The planning and/or the annotation is lacking in coherence. Limited evidence of wider reading in the annotation.

Comment/Feedback:

Grade:

Signature Date:

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Courtney Howell 159668ESH360 Assignment 2: Planning for progression