16-04-2021

Australian Curriculum V7.2 Updateeffective Curriculum Ideas



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Australian Curriculum v7.2, Foundation Year Science Australian Curriculum. − Recall ideas using collage, clay, play dough, digital photo story, drawing and/or. In line with the Australian Curriculum, History, Grade 6 students will complete a study of Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women, and children incorporating Identify points of view in the past and present by using a range of. The Australian Curriculum: English aims to ensure that students: learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose. Read More Key ideas Texts Texts provide the means for. Australian Curriculum, Assessment and Reporting Authority (ACARA) Level 13, Tower B, Centennial Plaza, 280 Elizabeth Street, Sydney, NSW 2000 Phone: 1300 895.

Dear Parents,

Australian Curriculum V7.2 Updateeffective Curriculum Ideas Free

Thank you for raising your concerns in regards to the sustainability learning your children are participating in. Your feedback is appreciated and beneficial to the development of my teaching practice.

Our Year 5 Geography unit this term focusing on urban development is designed to encourage students to explore the extent of change in local environments over time (ACHGK027) (Australian Curriculum, Assessment & Reporting Authority [ACARA], 2014a). This is aligned with the geographical knowledge and understanding section of the Australian Curriculum. Education for Sustainability [EfS] is an integral aspect of your child’s education as it assists students developing capabilities that contribute to a more sustainable future in relation to environmental integrity, economic feasibility and a just society for present and future generations (Cutter-Mackenzie & Hoepper, 2014). It offer teachers with the opportunity to incorporate environmental education and recognises that fundamental human rights and social justice are just as essential to a sustainable development as environmental sustainability (Reynolds, 2012).

The purpose of this unit is to provide opportunities for students to become active and engaged lifelong learners while equipping them with the skills and motivation to plan and manage change towards a sustainable environment (Department of the Environment, Water, Heritage and the Arts, 2009). This is associated with the Civics and Citizenship domain of the Australian Curriculum where students are guided in developing questions and gathering information to investigate the society in which they live (ACHCS028) (ACARA, 2014b). Students will critically think by identifying and clarifying ideas, organising and processing information and considering different perspectives and alternatives in relation to urban development. This unit addresses the concept of cities as urban ecosystems that include both nature and humans in a largely human-built environment. Students will explore how the exploitation of forests, irrigation waters, and other resources led to catastrophe for some cities; they will also look at some of the positive environmental features of urban development. Students will put their knowledge into practice by designing their dream house; the house must contain sustainable features and needs to be as environmental friendly as possible. Students will be asked to discuss what this means to them.

Supporting students through the learning of controversial issues encourages them to explore and evaluate contested issues, gather evidence, make judgements and create solutions guiding them in becoming informed and effective citizens and active participants in change actions (Cutter-Mackenzie & Hoepper, 2014). Sustainability has a key position in the Australian Curriculum and each subject area is expected to incorporate it.

My aim is to support students in becoming active and informed citizens while providing them with skills to make decisions based on ethical reasoning. I am in no way trying to influence students and I endeavour to keep my personal views out of the classroom. When exploring controversial issues a risk free and non-judgmental environment for all students is maintained. Students are supported in discussing their own experiences and their opinions are respected and valued. The Melbourne Declaration on Education Goals for Young People (2008) highlights this and suggests the role of the teacher is to ensure all students become confident and independent learners.

If you continue to have concerns or have further questions please do not hesitate to contact me. I hope this letter has assisted you in your concerns.

Regards,

Nicole Engberg

Year 5 Teacher

Reference

Australian Curriculum, Assessment & Reporting Authority [ACARA]. (2014a). Foundation to year 10 curriculum: Geography. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/curriculum/f-10?layout=1#level5

Australian Curriculum, Assessment & Reporting Authority [ACARA]. (2014b). Foundation to year 10 curriculum: Civics and citizenship. Retrieved from http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/f-10?layout=1#level5

Cutter-Mackenzie, A. & Hoepper, B. (2014). Teaching for sustainability. In R. Gilbert & B. Hoepper (Eds.), Teaching humanities and social sciences: History, geography, economics and citizenship in the Australian curriculum (5th ed.). (pp. 390-418). South Melbourne, VIC: Cengage Learning.

Australian Curriculum V7.2 Updateeffective Curriculum Ideas Examples

Department of the Environment, Water, Heritage and the Arts. (2009). Living sustainably: The Australian government’s national action plan for education for sustainability. Retrieved from http://www.environment.gov.au/system/files/resources/13887ab8-7e03-4b3e-82bb-139b2205a0af/files/national-action-plan.pdf

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Carlton South, VIC: Author.

Reynolds, R. (2012). Teaching history, geography & sose in the primary classroom. (2nd ed.). South Melbourne, Victoria: Oxford University Press.

Australian Curriculum V7.2 Updateeffective Curriculum Ideas List

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Dear parent (s) / Gardian (s),

Hello, my name is Ruth, and I am pleased to say that I will be teaching your children this year. It is going to be an exciting year for us all, as I have plans to create a learning experience for your children that will be challenging, creative and engaging.

It has been brought to my attention that there may be some concerns about part of the curriculum focus, in particular the learning area of environmental sustainability. I would like to explain to you some ideas for the unit the school have developed that aligns with the Australian Curriculum. This year the school has developed a multitude of lessons that deal with real life situations for students to explore. The lessons will involve community projects to give your child the opportunity to problem solve and develop their ideas and values in an authentic way (Gilbert & Hoepper, 2014). My aim is to guide your students and facilitate their understanding of the benefits of getting to know our community on a local and global scale. The lessons require children to appreciate the collaboration process and unique learning experience that comes with group discussions through inquiry (Gilbert & Hoepper, 2014). Every child in my class will have the right to their opinions and feelings. Topics on sustainability are explored in a way where children are investigators and will be part of the collecting of information through various forms involving Information Communications Technology and field work (Gilbert & Hoepper, 2014).

Australian curriculum v7.2 updateeffective curriculum ideas list

One unit the school has embraced on sustainability is based on educating students awareness of how we dispose of our waste/rubbish. With the humanities and social sciences [HSS] curriculum content descriptors as the lesson aims, children will be given opportunities to investigate why and how rubbish gets collected. Children will also look at what happens to rubbish if we do not look at sustainable ways of dealing with our rubbish supply (Cool Australia, 2015). Critical and reflective thinking will manifest for growth and development in learning about our environment and the impacts we make (Australian Curriculum Assessment and Reporting Authority [ACARA], 2014 a). The idea of providing children with an education on sustainability is to keep up with the 21st century (Commonwealth of Australia, 2009). The unit will allow children to understand where waste goes and how to respect our environment, which goes hand in hand. Resolving issues related to land management and respecting our historical land sites bring ethical and intercultural understanding (ACARA, 2014 b). Providing a sustainable community means educating our children to maintain a positive future that allows growth and change for the better (Commonwealth of Australia, 2009).

My aim as a teacher is to model respect for others through inclusive practices that bring diversity and equality into the classroom (Reynolds, 2013). Working with the Australian Curriculum in the HSS learning area, all grade two children will discover their ability to make a difference in the world by taking action in recycling at school (Cool Australia, 2015). We invite you to come along and be part of this exciting project that will allow us to contribute to cleaning up Australia.

Warm Regards,

Ruth Hurren

Australian Curriculum V7.2 Updateeffective Curriculum Ideas 2020

(Grade 2 teacher)

References:

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2014 a). Australian Curriculum, humanities and social sciences: History general capabilities. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/general-capabilities

Australian Curriculum Assessment and Reporting Authority [ACARA]. (2014 b). Australian Curriculum Humanities and social sciences: Geography general capabilities. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/general-capabilities

Commonwealth of Australia. (2009). Australian Government Department of the environment, water, heritage and the arts. Living sustainably: The governments National action plan for education for sustainability. Retrieved from: http://www.environment.gov.au/system/files/resources/13887ab8-7e03-4b3e-82bb-139b2205a0af/files/national-action-plan.pdf

Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5th edn.). Southbank, VIC: Cengage Learning.

Reynolds, R. (2012). Teaching history, geography & SOSE in the primary school (2nd ed.). South Melbourne, VIC: Oxford University Press.