Geography and Sustainability

Introduction

Geography is an essential part of our life on Earth. The Victorian Curriculum states that: The Geography curriculum presents a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change (Victorian Curriculum Assessment Authority [VCAA] 2016). We can see from this that one of the essential components of geography is sustainability, which is what your children will be learning about during this unit.

What are your children learning?

The topics that the students will be studying include: collecting and recording geographical data from the field and digital maps/satellite images, interpreting maps and information to develop explanations and conclusions using geographical terminology such as grid references, compass directions and distances and lastly explore the different types of natural vegetation and the importance of environments to people and animals (VCAA, 2016). During these topics your children will be using issues in the media to form inquiry questions, develop ways to collect data, using digital and paper maps to explore vegetation, constructing tables and graphs to compare locations ad investigating where a particular renewable natural resource comes from and how it is used.   

Why are your children learning this?

The planet’s resources are limited. Reynolds (2012) cites a 2006 report that claims we (humans) are using resources faster than the Earth can replace them. This message is continually reiterated through the media and other sources, which highlights the importance of educating students in sustainability. With this in mind, a perfect medium to teach sustainable living is through the subject of geography as it involves students studying their landscape and environment. Finally, the curriculum aims to create students who are sustainable in their thinking. What we teach is derived from the Victorian Curriculum.   

How are they learning this?

Reynolds supports the use of print media by pointing out that it needs to be examined for validity and reliability (2014, p. 170-171). Upon exploring media reports students will then begin a geographical inquiry. Inquiry ‘is a flexible strategy that can be incorporated into many of the specific strategies described in other chapters, such as cooperative learning and problem solving’ (Killen, 2014, p. 296). Inquiry learning engages students in the process of asking questions, collecting data, examining information, drawing conclusions and making judgements. Another method students will be using is the application of information and communications technology (ICT). ICT provides a great opportunity to explore landscapes through programs such as: Google Earth. Geography is also a great medium to apply fieldwork (excursions). There is an excursion planed at the end of the unit to the local arboretum and national park (if time permits).    

How can you support your child’s learning?

The Cool Australia website provides many free sustainability resources (sign up required) that you can complete with your child for homework. You could also look at sustainability practices in your own home, such as buying local products, using less electricity and recycling when possible. 

History and Indigenous Studie

Introduction.

Everybody has had his or her own experiences with history, some positive and some negative. Soulpancake (2013), however, has an interesting video on why all people should study history. In the video, Kid President states: ‘History – we got to study it so we don’t repeat it.’ This statement is very powerful because it illustrates some of the mistakes of humanities past. In the Australian context, Aboriginal and Torres Straight Islander (ATSI) history makes up a significant portion of history, not all positive.

What are your children learning?

Over the coming weeks, your children will be learning about ATSI histories and cultures, specifically relating to the stolen generation and some traditional aboriginal activities. Relating to the Victorian Curriculum are the content descriptors (VCHHK086), (VCHHK089) and (VCHHK090). These content descriptions relate to issues such as: significant events that shaped Australian colonies, elements of daily life for white settlers and ATSI people and the status and rights of ATSI peoples (Victorian Curriculum and Assessment Authority [VCAA] 2016).  

Why are your children learning this?

The Melbourne Declaration on Educational Goals for Young Australians (MDEGYA) (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] 2008) is the fundamental document that underpins the current curriculum, which we teach. Throughout this document are several key points as to why your children need to learn about these issues. Education builds our society in a democratic and equitable way that values Australia’s Indigenous cultures as a key part of the nation’s past (p. 4). The curriculum aims to create active and informed citizens who ‘understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians’ (p. 9). The MDEGYA also declares that all students should have the opportunity to engage in Indigenous content when appropriate (p. 14). These points are critical History is a great way to study Indigenous content.    

How are they learning this?

History is about, to some extent, learning about the past. Obviously, we do not have access to time machines so a great way to see and experience what happened in the past is through the use of information and communication technologies (ICT). Reynolds (2012, p. 5) supports this point and adds that history will require substantial support, through ICT and other things like guest speakers and excursions. Specific ICT activities like digital portfolios, virtual field trips, watching interviews with Indigenous people and blogging to share learning with other classes all of which are supported by Radoll (2015) will be undertaken during this unit.

How can you support your child’s learning?

If your children come home with any questions, answer them as best you can. Some of the content that we cover during this unit can be quite confronting for many students so they may seem a little rattled when they come home. Answer any questions or queries they ask you and feel free to email your child’s teacher about the topic.

CCE Unit

Introduction.

It is that time of year again, election time! Not really but this term the year five and six students will be learning about elections in Australia and how they operate. Remember, ‘change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek’ –Barack Obama (2008).

What are your children learning?

The Victorian Curriculum sets out a number of aims for children studying Civics and Citizenship, including: developing ‘the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level’ (Victorian Curriculum Assessment and Authority [VCAA], 2016). In addition to the electoral process (VCCCG010), students will also learn about the three levels of government (local, state, federal) (VCCCG009), and the roles and responsibilities of voters and parliamentarians (VCCCG011). The unit will conclude with an incursion from the Victorian Electoral Commission (VEC). The incursion will engage students in roles at the voting centre, participate in a mock election and a count of the ballot papers (VEC 2015).   

Why are your children learning this?

All curriculum areas aim to impart some knowledge or skill to students and this is the same for Civics and Citizenship (CCE) however, one of the key differences for CCE is the idea of creating active and informed citizens. In Reynolds view, using a range of discipline-focused and multidisciplinary approaches to teaching CCE produces active and informed citizens (2012, p. 24). Additionally, the VCAA state that CCE ‘is essential in enabling students to become active and informed citizens who participate in and sustain Australia’s democracy (2016). These skills your children learn will support them throughout their life in becoming positive members of society.     

How are they learning this?

 ‘Broadly speaking, there are two forms of teaching – expository and inquiry’ (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, p. 118). Expository teaching involves a lot of narration, explanation and discussion. Inquiry learning involves mostly experimentation, discovery and cooperative learning. The inquiry method is more suitable for learning CCE as the students can ask their own questions and find their own answers. CCE also requires hands on activities, which your children will have the opportunity to experience during the VEC incursion.  Generally speaking, the inquiry approach is a more student centred approach to teaching and learning. The teacher becomes more of a supplier of knowledge and provides appropriate learning experiences such as: activities, excursions/incursions and audio-visual sources. 

How can you support your child’s learning?

You support your child’s learning by talking regularly about what is happening during the lessons and the school more generally. Always listen to your child’s input and value their opinion. Help them to develop positive study habits. Also, if you like, you can watch the news or question time together. This will help you to get the civics/citizenship discussion going with your child. Lastly, remember to return the permission form for your child.