OUR
CURRENT LEARNING:
Welcome back our CCE focus is now being
developed through literacy.
We are going to use the picture book: What
if everybody did that by Ellen Javernick to investigate:
· Why
rules are important, the consequences of rules not being followed and who makes
the rules?
We are using a picture book because literacy is
a part of the Australian Curriculum English learning area and the General
Capabilities. Our literacy focus is:
· Visual
knowledge
WHY WE
ARE LEARNING THIS?
Understanding
rules and their consequences contributes to informed and active citizenship and
broader Civics goals, outlined in the Melbourne Declaration (2008): students
will ‘act with moral and ethical integrity’.
‘Reading
for understanding is central to HASS’ (Gilbert and Hoepper, 2017, p. 155) and
using picture books allows students to see how text and illustrations
support each other and how illustrations may add additional information or even
different perspectives from what is in the text.
HOW WE
ARE APPROACHING OUR LEARNING?
We want
to approach the picture book in a way that promotes engaged and active
citizenship and develops our literacy goal.
We will read, What if everybody did
that, together.
Scaffolding and modelling will then help
students to construct their own texts purposefully around our Civics outcome.
Lynch
(1992) states, role play support CCE learning. To engage students we will use
role play after our first reading to look at the rules being ignored and the
consequences.
As a
class we will then look at each rule being ignored and brainstorm who made the
rule or where does the rule come from? For an inclusive approach, we will also
encourage students from an ATSI or migrant background to share other
perspectives on rules and who made them.
Next, how
our literacy objective is embedded in this Civics activity. We want students to
focus on looking at the explicit and implicit meaning in a text (Lohrey, 1998),
especially the connection between text and images.
When
students understand how this text is constructed to share its messages of
responsibilities, why we need rules and the consequences of not following
rules; together we will look at actioning, using the text.
Our aim in this Civics unit is
to share our presentations with the class and beyond because Civics outcomes
benefit from having an authentic audience (Gilbert and Hoepper, 2017).
Our learning outcomes are embedded in the presentation choice student
make because they need to include in their work: why we have rules, the
consequences for not following them and who made these rules:
HOW YOU
CAN SUPPORT YOUR CHILD’S LEARNING IN THIS UNIT:
Talk:
about rules in context and who made them as they arise at home, in the
community and other locations.
Share:
YouTube has a reading of: What if everybody did that by Ellen
Javernick. Our classroom has copies of the book for student home loan.
KNOWLEDGE
AND SKILLS LEARNING
Here
are the specific Year 3 knowledge and skills outcomes from the Australian
Curriculum.
REFERENCES
Australian Curriculum And Assessment Reporting Authority
[ACARA], (2017). HASS year three. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/
Australian Curriculum And Assessment Reporting Authority
[ACARA], (2017). English year three. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/english/
Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching Humanities and Social
Sciences: History, Geography, Economics and Citizenship (6th edn.).
Southbank, VIC: Cengage Learning.
Javernick,
E. (2010). What if everybody did that?.
Seattle, United States: Amazon Publishing
Lohrey,
A. (1998). Critical literacy: A
professional development resource. Lanugage Australia, Melbourne.
Lynch
(1992) in Gilbert, R., & Hoepper, B. (Eds.).
(2017). Teaching Humanities and Social Sciences: History, Geography, Economics and
Citizenship (6th edn.). Southbank, VIC: Cengage Learning.
Melbourne
Declaration on Educational Goals for Young Australians. (2008). Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
