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This Week in HASS – term 4, week 7

This week our younger students are preparing for their play/ role-playing presentation, whilst older students are practising a full preferential count to determine the outcome of their Class Election.

Foundation/Prep/Kindy to Year 3

Our youngest students in Foundation/Prep/Kindy (Unit F.4) and integrated classes with Year 1 (Unit F-1.4) are working on the costumes, props and practising getting into character for their People in the Past play. These activities help students to understand the differences and similarities between our lives and those of people in the past. Teachers can use the activities to facilitate discussions around these points. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are also preparing for their Different Families Around the World presentation. Students in Year 1 are concentrating on identifying different family members and their roles within the different family structures. Students in Year 2 focus on where the families live, what places are special to them and compare these to the students’ own lives. Students in Year 3 examine communities and how celebrations and special occasions within the community are shared by the families.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are in the midst of their Class Election activity. This week they determine the outcome of the election, an exciting moment! The result is determined by a full preferential vote count. Using the resource, Preferential Voting, students learn how preferences are allocated on a vote by vote basis. Students who have been chosen to be Election Officers will lay out the ballot papers according to the first preference votes, and then re-allocate the votes according to second preferences, choosing the candidate with the lowest number of votes as the first to have their votes re-allocated. This process is repeated until only 2 piles of votes (for 2 candidates) remain. The teacher can then explain that this stage is called “Two Party Preferred”. Finally the winning candidate, with the highest number of votes, is announced and students then compare this result to the first preference vote to see if there have been any changes. Where there is a clear winner, there will often be no changes, but in a tight result the flow of preferences can make a significant difference.

Undertaking this activity themselves, seeing the votes counted and re-allocated according to preferences and comparing what happens at different stages of the process gives student a deep understanding of how our Australian electoral system works. This will stand them in good stead as they grow up to be responsible citizens with a full understanding of their civic duties and rights and the power of their vote and how to use it effectively.

This Week in HASS – term 4, week 6

This week our youngest students are starting work on their Class Play, slightly older students are choosing a family group from around the world for a role play activity and our oldest students are holding a Class Election! What an activity-filled week!

Foundation/Prep/Kindy to Year 3

Our youngest students in standalone Foundation/Prep/Kindy classes (Unit F.4) and those in integrated classes with Year 1 students (Unit F-1.4) are starting activities for their Class Play, People in the Past. Resources are provided for students to choose a character, based on the stories read in Week 1 of this term. The students can choose to learn a simple line of text, just talk about their character, make up their own play, or draw pictures if they prefer not to dress up. Resources are provided for costume ideas for each character, as well as props, which can all be made from craft materials, mostly paper cut-outs coloured in and glued onto card. Teachers can use these ideas to discuss the different ways of life and material culture associated with people around the world at different periods in the past. The activities assist students to more deeply engage with the practical issues of life in the past.

Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are also expanding on the stories covered in Week 1. The resource, Different Families Around the World, examines family structures in the same parts of the world as in the stories from Week 1. In groups, the students choose a family group for a role play activity – students choose family members within the family group. Students in Year 1 compare these family groups to their own families – what is similar and what is different? Students in Year 2 are also considering the places special to these families. Students in Year 3 consider the family as part of the community and what aspects are similar or dissimilar to Australia. Over coming weeks students will develop a role play/ dramatisation or presentation about their chosen family group, highlighting aspects covered during the term’s work. Students need to consider and represent where these families live, what places they frequent, what their lifestyles are like (including celebrations) and the roles of different family members in the home and in the community.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are holding their Class Election this week. Before voting begins, the class does an activity demonstrating voting by a Show of Hands. The teacher then presents information from the resource: Australia’s Secret Ballot so that the class can discuss the pros and cons of different voting systems, including the secret ballot. Ballot papers are then handed out and names checked off the electoral roll by the Election Officers. Students vote and place their ballots in ballot boxes. All ballot boxes are sealed at the conclusion of voting and a check is made for missing ballot. Finally the Election Officers open the ballot boxes and a First Preference Count is undertaken openly, in front of the whole class. The First Preference Count gives preliminary results. However, the full preferences count will be made in the next lesson, enabling students to have time to absorb the flow of events in greater detail.

As well as assisting students to consider the reasons for a secret ballot and preferential voting, these activities prepare students to become active members of their community in the future and to fully understand Australia’s voting system, before they need to take part in it.

This Week in HASS – term 4, week 5

Halfway through the last term of the year already! This week our youngest students consider museums as a place to learn about the past. Slightly older students are learning about the states and territories of Australia, as well as their representative birds and animals. Older students are in throes of their class election campaign, preparing for Voting Day next week! The Understanding Our World® use of continuous assessment allows teachers to easily stay on top of reporting requirements at this exceptionally busy time of year. In the 4th term in particular, students have already completed the bulk of their assessment tasks by this point, allowing the teacher to stay ahead with marking and preparing final reports.

Foundation/Prep/Kindy to Year 3

Our youngest students in Foundaton/Prep/Kindy (Unit F.4) are looking at museums as places to learn about the past. This lesson introduces them to the concept of material culture, which gets expressed in the remaining weeks of the unit, when they prepare costumes and props for a class play. Students in integrated Foundation/Prep/Kindy and Year 1 classes (Unit F-1.4), as well as Year 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) classes, are looking at the states and territories of Australia. All the students learn to identify the states and territories of Australia and their location on a map of Australia. Students in Foundation/Kindy/Prep and Year 1 also consider areas of natural beauty and significance and in which states these are located. Students in Year 2 relate the representative bird, animal, fish and flower of each state with the natural areas of significance in that state; while students in Year 3 compare the states and territories, as well as areas of natural significance, with the places associated with the stories read in Week 1.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.5) and 6 (Unit 6.4) are proceeding with their class election campaigns. This week students complete their poster on an issue of relevance to their own school or lives – these may include environmental or political issues, depending on the year level and teacher choice concerning relevance for each class. Students should be encouraged to be creative and have fun with these activities. Students are also campaigning for the class election, for which voting will be held in the next lesson. An electoral roll and customised ballot papers are prepared for the class, using Australian Electoral Commission (AEC) resources. Explanations on accessing and using these resources can be found in the Running A Class Election resource. The electoral roll and ballot papers should be prepared well in advance of the lesson in which the class votes. In Queensland, these activities are of particular relevance as we head into a state election, and non-subscribers might be interested in our Class Election bundle.

This Week in HASS – term 4, week 4

This week our youngest students are looking at Aboriginal Places, while slightly older students are comparing Australia to other places around the world. Our older students are starting their class election segment of work, covering several parts of the Civics and Citizenship, as well as the History, curricula.

Foundation/Kindy/Prep to Year 3

Students in Foundation/Kindy/Prep (Unit F.4), including those in combined classes with Year 1 students (Unit F-1.4) are focusing on caring for special places by looking at Aboriginal Places around Australia. Students consider their school as a special place, the local area as a place special to the local Aboriginal group, as well as other Aboriginal Places around the country. This section of work can be backed up using the Aboriginal places included in the Aunt Madge’s Suitcase Activity. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are comparing Australia with places overseas. The places chosen for comparison can be the places from the stories chosen in week 1. Year 1 students compare the landscape, weather, animals and environment between Australia and the other countries and consider how the similarities and differences influence lifestyles. Students in Year 2 undertake similar comparisons, whilst focusing on issues of scale and the impact of degree of urbanisation. Students in year 3 consider how people in each place view their local environment and how different places might be experienced differently by different people.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are starting a segment where they will conduct a Class Election. In this first lesson of the 4 lesson activity, students will be selected to campaign for particular issues. These issues should result in actual results for the class in the form of a ‘political promise’, such as a day without homework or a special class activity. It is recommended that the teachers allow students to suggest issues, which can then be negotiated with the teacher. Students will be chosen to lead campaigns on each issue. Students in Years 3, 4 and 5 also consider Environmental Issues, and create a poster highlighting an environmental issue. Students in Year 6 consider Political Issues and make a poster on one of these. Teachers and students will also use resources from the Australian Electoral Commission (AEC) during the course of this unit. Students also continue to monitor the growth of their plant, as their Scientific Investigation.

This Week in HASS – term 4, week 3

This week our youngest students are looking at special places locally and around Australia, slightly older students are considering plants and animals around the world, while our older students are studying aspects of diversity in Australia.

Foundation/Prep/Kindy to Year 3

Students in standalone Foundation/Prep/Kindy (Unit F.4) and combined classes with Year 1 (F-1.4) are thinking about special places this week – what places are special to them and their families? What places are special in Australia? This focus gives the teacher a chance to guide the students through the process of considering natural beauty and how we and other agencies, such as the government, can look after special places and places of natural beauty. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are continuing their focus on the stories of families from around the world from week 1. This week Year 1 and 2 students are focusing on plants and animals from the places described in the stories in week 1. Students in Year 3 also consider the role of climate in the diversity of plants and animals.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are studying different aspects of diversity this week. Students in year 3 are looking at Aboriginal people and the environment, in the context of climate. Students in Year 4 consider both Aboriginal people and technology with respect to the Australian environment. Students in year 5 are starting to consider how Aboriginal people’s interactions with the environment over millennia have set the stage for the recognition of Native Title in Australia; while students in year 6 examine the history of Aboriginal suffrage and Native Title in Australia. These studies of diversity in Australia provide information for the students to start planning a celebration of identity and diversity in the last week. Students in Years 3 to 6 also continue with their scientific experiment of growing a plant.

This Week in HASS – term 4, week 2

This week our youngest students are looking at transport in the past, slightly older students consider places that are special to people around the world and our oldest students are considering reasons why people might leave their homes to become migrants.

Foundation/Prep/Kindy to Year 3

Students in standalone Foundation/Prep/Kindy classes (Unit F.4), as well as those in combined Foundation/Prep/Kindy and Year 1 classes (Unit F-1.4), are considering how people used to get around in the past. How did students get to school 100 years ago? Students also think about how these modes of transport moved. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are continuing their study of families around the world by looking at places that are special to these families. Students will also find these places on the OpenSTEM® “Our World” Blackline World Map, practising their Geography skills. Different year levels will consider different aspects of these places, for example, year 3 students will consider the distance, both geographic and cultural, between these places and Australia; year 2 students will consider which places are natural and which are built and their significance for the people who live there, while year 1 students will compare these places to places that their own families find special.

Years 3 to 6

Students in Year 3 doing Unit 3.8, Celebrating Diversity, will choose a migrant group to study and consider what it is like for people to leave their home country and move to another place. They will also examine the contributions which their group has made to Australian society and look at celebrations special to that group. Students in Year 4 (Unit 4.4) will consider what factors influence people to leave a place and choose somewhere else to live. Students will also examine contact between different groups in Australia and the influence migrants have had on Australian society. Students in year 5 (Unit 5.4) choose a group of migrants to study and consider the changing factors that have influenced migration to Australia over time. Students in year 6 (Unit 6.4) choose a migrant group to study and consider the conditions in the country of origin of the migrant group, how those conditions influenced the migration of those people and how those factors have changed through the course of Australian history. These examinations prepare students to consider the nature of diversity in Australian society in the next lesson.