STUDENT IDENTITY
The students addressing this particular question would be Grade 6 students. At Level 6, the students will have a range of skills and knowledge from previous years, including how to sequence historical people & events, use historical terms and concepts, identifying points of view from the past & present and developing texts, graphic or oral presentations which incorporate source materials.
The students would be extending their knowledge on these areas in Level 6. They would be learning about the experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children (ACHHK114), this would extend their knowledge on the different people who are in Australia and how their cultures have helped develop the Australian culture that we have today. The students would also be learning the contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116). These areas all relate to the question of what national identity means, and what it means to be an Australian.
Key inquiry questions for Level 6 students are as follows:
· Why and how did Australia become a nation?
· How did Australian society change throughout the twentieth century?
· Who were the people who came to Australia? Why did they come?
· What contribution have significant individuals and groups made to the development of Australian society?
Through these, they would be developing knowledge of their personal histories and heritage, also a more defined knowledge of civics and citizenship, and how rights have changed throughout history. Through identifying points of view, the students are expected identify values and attitudes towards “new Australians” for example, or “boat people”. At the end of Level 6, students are expected to be able to identify the causes and effects of change on society. They should be comparing different experiences of people in the past. They should also be able to explain the significance of individuals and groups in society.
This inquiry is meant to inspire or facilitate participation in Australia's democracy by equipping the students with the knowledge, skills, values and dispositions of an active and informed citizen. The question is intended to lead into discussions and in-class research on democratic heritage and traditions, political and legal institutions and the shared values of freedom, tolerance, respect, responsibility and inclusion. Knowledge of personal and national values allows all citizens to live and integrate with society in an acceptable manner. Without a defined sense of values many aspects of life can be overlooked, which can lead to problems in the future.
Learning is different for everyone. So when teaching you must take into consideration who your students are. Without knowledge of the students and their individual learning styles, a lot of students will have a bad learning experience, or at least a stunted learning experience. Each student will either learn kinaesthetically, visually, etc… so each of these learning styles will need to be addressed to ensure the learners are engaged and interested. Either way, the students will need to learn about Australia as a nation, as that is a main focus in Level 6. If the students can relate Australia as a nation back to their own identities, then I think they’ll be more interested, since they can see a direct correlation between the geography, history, government, laws, other factors and their own lives.
Students will learn best if they are working towards a purpose they are aware of. Without knowing the purpose of the topic, the students are likely to switch off and won’t remember or learn anything properly. Learning is a reflective process. Students will be drawing on any prior knowledge to make connections to new skills and knowledge (Marsh and Hart, 2011). The most effective learning includes thinking and doing: mental and physical: knowledge and skills. The purpose of the knowledge is to use it to properly use the skills. To use the skills, one must have knowledge.
“Tell me and I’ll forget. Show me and I may remember. Involve me and I’ll understand.
- Native American proverb
The students addressing this particular question would be Grade 6 students. At Level 6, the students will have a range of skills and knowledge from previous years, including how to sequence historical people & events, use historical terms and concepts, identifying points of view from the past & present and developing texts, graphic or oral presentations which incorporate source materials.
The students would be extending their knowledge on these areas in Level 6. They would be learning about the experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children (ACHHK114), this would extend their knowledge on the different people who are in Australia and how their cultures have helped develop the Australian culture that we have today. The students would also be learning the contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116). These areas all relate to the question of what national identity means, and what it means to be an Australian.
Key inquiry questions for Level 6 students are as follows:
· Why and how did Australia become a nation?
· How did Australian society change throughout the twentieth century?
· Who were the people who came to Australia? Why did they come?
· What contribution have significant individuals and groups made to the development of Australian society?
Through these, they would be developing knowledge of their personal histories and heritage, also a more defined knowledge of civics and citizenship, and how rights have changed throughout history. Through identifying points of view, the students are expected identify values and attitudes towards “new Australians” for example, or “boat people”. At the end of Level 6, students are expected to be able to identify the causes and effects of change on society. They should be comparing different experiences of people in the past. They should also be able to explain the significance of individuals and groups in society.
This inquiry is meant to inspire or facilitate participation in Australia's democracy by equipping the students with the knowledge, skills, values and dispositions of an active and informed citizen. The question is intended to lead into discussions and in-class research on democratic heritage and traditions, political and legal institutions and the shared values of freedom, tolerance, respect, responsibility and inclusion. Knowledge of personal and national values allows all citizens to live and integrate with society in an acceptable manner. Without a defined sense of values many aspects of life can be overlooked, which can lead to problems in the future.
Learning is different for everyone. So when teaching you must take into consideration who your students are. Without knowledge of the students and their individual learning styles, a lot of students will have a bad learning experience, or at least a stunted learning experience. Each student will either learn kinaesthetically, visually, etc… so each of these learning styles will need to be addressed to ensure the learners are engaged and interested. Either way, the students will need to learn about Australia as a nation, as that is a main focus in Level 6. If the students can relate Australia as a nation back to their own identities, then I think they’ll be more interested, since they can see a direct correlation between the geography, history, government, laws, other factors and their own lives.
Students will learn best if they are working towards a purpose they are aware of. Without knowing the purpose of the topic, the students are likely to switch off and won’t remember or learn anything properly. Learning is a reflective process. Students will be drawing on any prior knowledge to make connections to new skills and knowledge (Marsh and Hart, 2011). The most effective learning includes thinking and doing: mental and physical: knowledge and skills. The purpose of the knowledge is to use it to properly use the skills. To use the skills, one must have knowledge.
“Tell me and I’ll forget. Show me and I may remember. Involve me and I’ll understand.
- Native American proverb
http://www.nytimes.com/2013/03/17/fashion/the-family-stories-that-bind-us-this-life.html
A great article that shows just how learning about your identity and your history is important. Learning your personal and family history is a key factor in building resilience. The research shows that students who know more about their families have a more resilient nature.
The students in this study were asked a series of "do you know" questions, eg: do you know where your grandparents grew up? Do you know of an illness or something terrible that happened in your family? Do you know where your parents met? These questions were asked to many families and the results were astonishing.
A great article that shows just how learning about your identity and your history is important. Learning your personal and family history is a key factor in building resilience. The research shows that students who know more about their families have a more resilient nature.
The students in this study were asked a series of "do you know" questions, eg: do you know where your grandparents grew up? Do you know of an illness or something terrible that happened in your family? Do you know where your parents met? These questions were asked to many families and the results were astonishing.
"Dr. Duke and Dr. Fivush asked those questions of four dozen families in the summer of 2001, and taped several of their dinner table conversations. They then compared the children’s results to a battery of psychological tests the children had taken, and reached an overwhelming conclusion. The more children knew about their family’s history, the stronger their sense of control over their lives, the higher their self-esteem and the more successfully they believed their families functioned. The “Do You Know?” scale turned out to be the best single predictor of children’s emotional health and happiness."
This is a great resource to think about whilst teaching. In the topic of a national identity, it would be good to go over family histories, and maybe creating a "do you know?" quiz for the students to see where they are from the beginning. This could be at the start and the end of the unit of work to see how much research they have done.