Dr Belinda Hopwood
OFFICE USE ONLY
Curriculum and Pedagogy
I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at www.utas.edu.au/plagiarism * *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above
[Leave this space blank so the marker can write a brief summative comment]
[Grade: This is where your grade will be placed]
Section 1: Educational context
Kenyon Primary is a government school located in the heart of East Launceston. In two years the school will be celebrating its 50th anniversary, and in preparation for school-wide celebrations, many of its classrooms and facilities will be undergoing redevelopment.
East Launceston maintains a professional community with a generally high socio-economic status and Kenyon Primary School's students are a reflection of this. It is the school's vision to continue to develop students into responsible future citizens with the ability to become critical, compassionate and reflective thinkers as a result of high intellectual and academic expectations.
The classroom in which the proposed learning activity will be implemented is a grade 1 class. This class consists of 23 students. Of this group, 21 are achieving at the grade standard, though 2 are achieving below the grade standard. The group consists of a diverse range of learning styles, but there are no major behavioural issues.
The proposed learning activity is based on a Geography outcome, but also integrates a Literacy outcome. It will be used as a lesson in an Indigenous Culture segment, and it is expected that, prior to this lesson, students will have learnt some basic aspects of Australian Indigenous cultures.
Section 2: Learning purpose
This lesson will be based on Geography and English outcomes. By the end of this lesson, students should have developed an understanding of the weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006) (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). Further, students should be able to respond to texts drawn from a range of cultures and experiences (ACELY1655) (ACARA, 2014c).This learning opportunity will draw upon four general capabilities and will integrate one cross-curriculum priority in order to enhance learning.
It is the aim of the Australian Curriculum for students to develop intercultural understanding as they learn to understand and appreciate their own and other's cultures, languages and beliefs (ACARA, 2014d). This will equip young Australians with the the skills and knowledge to thrive in a diverse and multicultural world (ACARA, 2014d). This learning opportunity will develop students' abilities to recognise culture. Students will develop respect for cultural diversity as they explore and compare beliefs and practices (ACARA, 2014d). Further, this outcome will allow students to interact and empathise with others as they communicate across cultures (ACARA, 2014d).
Through such learning, students will be able to see many of the commonalities and differences of cultures, assisting in developing skills in critical and creative thinking. Critical and creative thinking involves a students capability to generate and evaluate knowledge that is presented to them, as well as to clarify concepts and ideas, and to consider all options in a situation (ACARA, 2014d). Through the proposed learning...
Please join StudyMode to read the full document