Liam Ryan
Week 2 Blog: Civics and Citizenship
Learning about Democracy
Dear Parents/Guardians,
Welcome to Class R3’s blog! Blogs are a great way to keep parents/guardians informed about their child’s learning and the context in which it occurs. Classroom blogs promote strong home-school relationships (Morris, 2013), parent communication, literacy/ICT skills, authentic audiences, sense of community (Victoria, 2016), and the opportunity to teach digital citizenship (Watanabe-Crockett, 2017). In the coming weeks, Class R3 will be learning about Civics and Citizenship through the Humanities and Social Sciences (HASS) component of the Australian Curriculum. Students will grasp the concepts of active citizenship and how this is represented in the community. The blog will explore the purpose of the unit, how and what students will learn, and how parents/guardians can support their child’s learning.
What children are learning?
Class R3 will investigate Civics and Citizenship Education (CCE) as a major unit in the HASS curriculum. Students will travel to and invite members of local Rotary and sporting clubs to the school, to discuss active citizenship and community involvement. Through a hands-on approach, students will learn about the purpose and role local clubs play in upholding community values, such as identity, diversity, laws, citizenship and democracy. Through personal life experiences, students will understand that concepts of fair play, differing points of view, rules, consequences and decision-making all equate to the knowledge and awareness of CCE (ACARA, 2019).
Why they are learning?
The purpose behind learning CCE is for students to gain an experience and understanding of the skills required to be an active citizen in our community. Activities such as connecting with local community groups, will give students a taste of what it is like to belong. Students will learn that local sporting/citizens clubs respect and hold the same values as citizens do in the community. Within this experience, students will question and discuss the importance of democracy (ACHASSK070), why we make rules (ACHASSK071) and why/how people participate in the community (ACHASSK072) (ACARA, 2019)?
How they are learning?
Students will participate in an inquiry learning project. Grouped into working teams, students will be guided, with assistance from the teacher, to investigate community groups/institutions within the local area (“Approaches to Learning Inquiry Based Learning”, 2018). An excursion will be planned to visit local sporting/citizens clubs, while inviting their members back to the school for further inquiry. Students will be encouraged to pose questions about the systems of democracy, laws, identity and diversity within local clubs/institutions and gather evidence to answer these questions.
How parents/guardians can support their child’s learning?
Parents/guardians have an influential role in their child’s success in CCE. Pose encouraging conversations with your child about active citizenship and opportunities for participation, while modelling examples to discuss the role of laws and democracy in society. As I am aware, some parents may be involved themselves in local citizen, sporting clubs or hobbies, or have their children registered in sporting teams or external activities. Therefore, this unit will only further benefit and support the awareness and learning of CCE for your child (Tudball & Forsyth, 2009).
Word Count Total: 499
References
Approaches to Learning Inquiry Based Learning. (2018). Retrieved from https://www.australiancurriculum.edu.au/media/1360/lutheran-education-queensland-inquiry-based-learning.pdf
Morris, K. (2013). A Guide to Involving Parents in Your Class Blog. Retrieved from http://www.kathleenamorris.com/2013/02/09/a_guide_to_involving_parents_in_your_class_blog/
Tudball, L., & Forsyth, A. (2009). Effective practice in Civics and Citizenship Education. Retrieved from https://www.civicsandcitizenship.edu.au/verve/_resources/Effective_practice_in_Civics_and_Citizenship_Education_-_A_guide_for_pre-service_teachers_(2).pdf
Victoria. (2016). 7 Benefits to Blogging in the Classroom - Teach Starter Blog. Retrieved from https://www.teachstarter.com/au/blog/7-benefits-blogging-classroom/
Watanabe-Crockett, L. (2017). Why You Should Start Classroom Blogging (and How to Do It). Retrieved from https://www.wabisabilearning.com/blog/start-classroom-blogging
Additional Images Sourced from:
Week 3 Blog: Citizenship learning in the context of an aspect of Australian History
Dear Parents/Guardians,
Welcome to Class R4’s blog! In our continued study of Civics and Citizenship Education (CCE) this term, we will be looking at CCE through History. CCE is a major component of History because it reinforces Australia’s strong influence of multiculturalism, shared values of freedom, respect and tolerance, while promoting holistic learning (CCE, 2019; Gilbert & Hoepper, 2014). Throughout this short unit, our work will focus on early Australian settlement through the Cross-Curriculum Priority (CCP) of Aboriginal and Torres Strait Islander Histories and Cultures.
Centred around Harmony Week, students will study citizenship/history concepts of perspective, empathy and diversity. We will investigate Aboriginal and European life before and after arrival in Tasmania by visiting the Queen Victoria Museum and Art Gallery exhibit of ‘The First Tasmanians: Our Story’, Yorktown’s Historic Site, as well as speak to a member of the Multicultural Council of Tasmania about multiculturalism. Finally, students will apply their knowledge and skills in a class debate.
The purpose of linking CCE to History is to allow students to see the benefits and failures of significant events in the past, and make morally informed decisions, using the skills of historical thinking, to benefit the future (Brett, 2019; “Shape of the Australian Curriculum: History, 2009). Our debate will contribute to students’ understanding around the impact of European arrival and settlement, and Aboriginal resistance (ACHASSK086). We will also explore cultural diversity in our communities, what tolerance and respect mean, how people shape within their environment, and how we empathise with people from different periods of time and place (ACHASSK093)(ACARA, 2019).
Debating is an excellent way for students to promote active citizenship and democratic values by practicing research skills, public speaking, reasoning and questioning (“How debating can benefit your child’, 2019; Osborne, 2005). The debate will focus on two key topics; European arrival in Tasmania and Aboriginal impact/resistance. Students will be grouped into teams of 3-4. Prior to the debate, whilst on excursion, students will be asked to gather information and resources from knowledgeable community leaders and tour guides to use in their arguments. Class R4 will welcome a member of the Multicultural Council of Tasmania to talk to us about community tolerance, dignity, respect and diversity, and how these concepts may have affected the relationship between Europeans and Tasmanian Aborigines.
I would like to encourage parents/guardians to talk to their children about diversity and the values we as a community try to uphold regarding multiculturalism. This is an important aspect of CCE, because we want all students to experience aspects of perspective and empathy, so they too, learn and respect the values and beliefs of all people within our society. We want our students to understand the events of the past, so we can learn to create welcoming, safe and belonging communities. People are a great resource and I understand that many parents (and students) will identify as, or have different cultural backgrounds and beliefs, therefore, speaking to your child about this will only benefit your child’s success towards their debate.
Word Count Total: 500
References:
ABSstatistics - YouTube. (2017). Australia Today [Video]. Retrieved from https://www.youtube.com/watch?v=uLgKg5mmXwU
Australian National Maritime Museum - YouTube. (2016). European Impact [Video]. Retrieved from https://www.youtube.com/watch?v=yy30BBZ2xJw
Brett, P. (2019). Claimed benefits from the study of History. Document, Launceston, TAS.
Brett, P. (2019). Links between History and CCE concepts. Document, Launceston, TAS.
Civics | About Civics and Citizenship Education. (2019). Retrieved from https://www.civicsandcitizenship.edu.au/cce/about_civics_and_citizenship_education,9625.html
Gilbert, R., & Hoepper, B. (Eds.). (2017). Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship (6th edn.). Southbank, VIC: Cengage Learning.
How debating can benefit your child. (2019). Retrieved from https://www.theschoolrun.com/how-debating-can-benefit-your-child
NowThis World - YouTube. (2015). Who are Australia's Aboriginal People? [Video]. Retrieved from https://www.youtube.com/watch?v=bpAS5f4TjNw
Osborne, A. (2005). Debate and Student Development in the History Classroom [pdf]. Wiley Periodicals, Inc. Retrieved from https://www2.gwu.edu/~fellows/GTAP/Online%20Makeup/T-L%20Presentation%20Readings/Debate%20and%20Student_2005-Fall_p39.pdf
Pixabay. (2019). Retrieved from https://pixabay.com/
Shape of the Australian Curriculum: History. (2009). Retrieved from http://docs.acara.edu.au/resources/Australian_Curriculum_-_History.pdf
TheSocialStudiesGuy - YouTube. (2017). Australia's Early Settlers [Video]. Retrieved from https://www.youtube.com/watch?v=clVaUYCeRCY
UNIC Canberra - YouTube. (2018). Promoting tolerance, unity and respect for diversity [Video]. Retrieved from https://www.youtube.com/watch?v=vpSOO6PorLw
Welcome to Class R5’s blog! In the next 3-4 weeks our class will be looking at Civics and Citizenship Education (CCE) through Geography/Sustainability. As many of our parents and students are aware, our beautiful Tasmanian landscape and forests suffered greatly at the hands of bushfires across the summer. Bushfires are problematic because Tasmania is one of the driest and most fire-hazardous continents in the world (McNeice, 2016). Traditionally, fires are a natural component of the Australian eco-system (A history of vulnerability: putting Tasmania's bushfires into perspective, 2013). Consequently, the Tahune Airwalk, a popular eco-friendly tourist attraction in the Huon Valley, fell threat to fires, caused by lightning strikes. In class, R5 will investigate the geographical damage of bushfires and discuss strategies to respond as citizens to protect and mitigate bushfires in the future.
Students will investigate key geographical concepts of eco-systems, characteristics of places, environmental management and sustainability. Students will also examine citizenship topics of interconnectedness (cause-and-effect of environment/human influence), community and economical awareness, and how people work to prevent, mitigate, prepare and respond to natural disasters (ACARA, 2019).
We want students to understand and build awareness of natural disasters, environment/community sustainability and community response. To create emotional engagement and motivation, the class will read the book ‘The House on the Mountain’, then watch videos on the impact of bushfires in Tasmania. Questions like, “How does the geographical characteristics of the Tahune Airwalk influence bushfire risks?” and “What kind of future do we want?”, will stimulate discussions. The Tasmanian Fire Service (TFS) will talk to us about bushfires. Here, students will collect large sources of information regarding preventing, preparing and responding to a bushfire.
References
Vito Babb. (2019). New Tasmanian bushfires could push crews to limit. Retrieved from https://www.youtube.com/watch?v=rTmyg1fa1So
Week 5 Blog: Education for Sustainability linking to both Geography/CCE
Dear Parents/Guardians,
Welcome to Class R5’s blog! In the next 3-4 weeks our class will be looking at Civics and Citizenship Education (CCE) through Geography/Sustainability. As many of our parents and students are aware, our beautiful Tasmanian landscape and forests suffered greatly at the hands of bushfires across the summer. Bushfires are problematic because Tasmania is one of the driest and most fire-hazardous continents in the world (McNeice, 2016). Traditionally, fires are a natural component of the Australian eco-system (A history of vulnerability: putting Tasmania's bushfires into perspective, 2013). Consequently, the Tahune Airwalk, a popular eco-friendly tourist attraction in the Huon Valley, fell threat to fires, caused by lightning strikes. In class, R5 will investigate the geographical damage of bushfires and discuss strategies to respond as citizens to protect and mitigate bushfires in the future.
Students will investigate key geographical concepts of eco-systems, characteristics of places, environmental management and sustainability. Students will also examine citizenship topics of interconnectedness (cause-and-effect of environment/human influence), community and economical awareness, and how people work to prevent, mitigate, prepare and respond to natural disasters (ACARA, 2019). 
We want students to understand and build awareness of natural disasters, environment/community sustainability and community response. To create emotional engagement and motivation, the class will read the book ‘The House on the Mountain’, then watch videos on the impact of bushfires in Tasmania. Questions like, “How does the geographical characteristics of the Tahune Airwalk influence bushfire risks?” and “What kind of future do we want?”, will stimulate discussions. The Tasmanian Fire Service (TFS) will talk to us about bushfires. Here, students will collect large sources of information regarding preventing, preparing and responding to a bushfire.
The class’ major project for the unit will be to create an environmental activism campaign to prepare, protect, prevent and respond to bushfires in Tasmania. The class will formally write a letter to the state government promoting their concerns and ideas to educate and create awareness. Using their knowledge from discussions with the TFS, the class will rally the school community by creating/presenting a school bush/fire survival plan. In the following weeks, R5 will publish videos, posters and inserts in school newsletters about - prevention: promoting awareness campaigns; fire survival plans; knowledge of local topography; and clearing dead/dry bushlands near townships. Preparation/protecting people/environment: routine fuel reduction burns; promoting aboriginal fire/land management practices; increasing minor sediment and erosion preventative works/repairs; clearing of defendable space around homes/infrastructure; and routine maintenance checks of roads/fence lines/tracks. Responding: knowledge of emergency services; the role of media/communication; firefighter volunteer services; safe behaviours; and defending your home (Bushfire management and national environment law, 2010).
To support their campaign in writing to the state government, class R5 will raise funds to create a website to strengthen their push to create bushfire awareness across Tasmania. Parents, friends, local businesses and councils are urged to support, donate or invest in the project to help boost educational awareness. Parents can also support their child’s learning by creating or reviewing their home fire survival plan.
Word Count: 499
References
A history of vulnerability: putting Tasmania's bushfires into perspective. (2013). Retrieved from http://theconversation.com/a-history-of-vulnerability-putting-tasmanias-bushfires-in-perspective-11530
Bushfire management and national environment law. (2010). Retrieved from https://www.environment.gov.au/epbc/publications/factsheet-bushfire-management-and-national-environment-law
Chapman, K. (2019). TASMANIA FIRES 01,2019, EMERGENCY WARNING IN PLACE 4 TAHUNE. Retrieved from https://www.youtube.com/watch?v=EzwtsEPMv0s
McNeice, R. (2006). Bushfires. Retrieved from http://www.utas.edu.au/library/companion_to_tasmanian_history/B/Bushfires.htm
Readings. (2019). The House on the Mountain [Image]. Retrieved from https://www.readings.com.au/products/26470494/the-house-on-the-mountain
SBS News. (2019). Tourist attraction among properties destroyed in Tasmania bushfire [Image]. Retrieved from https://www.sbs.com.au/news/tourist-attraction-among-properties-destroyed-in-tasmania-bushfire
SoulPancake. (2015). Kid President's Pep Talk for the World. Retrieved from https://www.youtube.com/watch?v=u1zNHoYmhUI
Tasmanian Fire Service. (2018). TFS Education [Image]. Retrieved from https://www.tfseducation.com.au/
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