Citizenship learning in the context of a Geography topic

Citizenship learning in the context of a Geography topic 

Geography refers to the study of place and is a way of exploring, understanding and analysing the features of places (Reynolds, 2014).It emphasises the concepts of environment, space, place, sustainability, scale and change(Australian Curriculum Assessment and Reporting Authority [ACARA], 2018). Primary geography has the focus on children learning about their own space and how it connects to others both locally, nationally and globally (ACARA, 2018). 

(Mapsofworld, n.d.)

In the foundation age range children are exploring key concepts of place, space and environment and we will be observing places that are of importance to us (Reynolds, 2014). We will discuss the directions we take when travelling to school and as parents you can discuss key features of places your family travels regularly. Modelling directional language when you are heading places will help to build upon your child’s geographical knowledge (Fromboluti & Seefeldt, 1999).  Below I have listed some ways in which you can incorporate geographical discussions about direction, into your day.

(Openclipart, n.d).

·       When travelling places use sentences such as “When we get to the petrol station we will turn right.” “Sally’s house is on the left of ours."

·       Discuss North, South, East and West by talking about which window of your house you see the sun rise and set. “Our kitchen is always sunny in the morning because it faces the East and that is where the sun comes up.”

(Mr. Paulson Reads, 2018).

We will be reading “The Curious Garden” by Peter Brown which includes geographical concepts of place, space, environment and interconnection (Curtis, 2017). We will discuss the way places change, the importance of caring for places and the urban and natural features found within the story (Gilbert & Hoepper, 2014). We will spend some time talking about how the text is similar/different to our environment and the changes that the character Liam makes to his special place to make it better. Cross curriculum priorities with sustainability are easily made through the story and can be explored further through discussion.

Discussion Question ideas:

How can we improve our special place (school yard) and care for it?

What are the features of our special place?

What were the features of Liam’s special place? 

Gilbert and Hoepper (2014) describes the use of fieldwork as being essential to the development of strong geographical understanding, it provides students with authentic opportunities to practice using geographical skills such as observing, map making, directional knowledge and data collection. As a class we will observe key features of our special place, take photos of the area and map the yard. Children will pick a place in the yard and record directions from the classroom to the location of their choice. We will then see if the directions can be followed to find their location (Curtis, 2017).

                                                                                                                                                                          

Links to the Early Years Learning Framework (EYLF) and Australian Curriculum (ACARA)

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD

• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
• Children become socially responsible and show respect for the environment

(DEEWR, 2009, p 26).

Geography Achievement Standard

By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people.

Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share and compare observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

(ACARA, 2018)

                                                                                                                                                                        

Through undertaking this unit of work, students are able to begin recognising how and why they care for places that are special to those around them, as well as themselves. Understanding their place in the world and how to represent it supports them in building understanding of active citizenship (ACARA, 2018; Reynolds, 2014). 

Words: 499

  

References:

Australian Curriculum Assessment and Reporting Authority. (2018). The Australian Curriculum: HASS (Version 8.3). Retrieved from file:///Users/Tegan/Downloads/AustralianCurriculum.pdf

Brown, P. 2009, The Curious Garden, Little Brown and Co., New York.

Curtis, J. 2017 'Value of using picture books in geography' Scan 36(3), pp. 15-30

Department of Education, Employment and Workplace Relations [DEEWR] (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Australian Government Department of Education, Employment and Workplace Relations, Canberra

Fromboluti, C. & Seefeldt, C. (1999). Early Childhood: Where Learning Begins – Geography. Washington, D.C: ERIC Clearinghouse.

Gilbert, R. & Hoepper, B. (2014). Teaching Humanities and Social Sciences: History,

Geography, Economics & Citizenship (5^th Ed.). South Melbourne, VIC: Cengage Learning.

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310-331.

Reynolds, R. (2014). Teaching Humanities and Social Sciences (3rd Ed.). South Melbourne, VIC: Oxford University Press.