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Assessment Task 2:

Names: Jacinda Galgano - 210677081 Jamie Allen - 211324708

Tutorial: Thursday 8am 10am

Focus Week: Week Four

Topic: Local Perspectives - Places and people in my neighbourhood

Year Level: One

Concept Map: Refer to Appendix One

Key understandings developed from concept map:
1) My position within the neighbourhood

Exploration of where students live

Discover who students live with

Develop an understanding of the students surroundings

2) Describing places within my neighbourhood


Places have different features

Spaces within the home and neighbourhood are used in different ways

3) People who form the neighbourhood


There are different occupations within the neighbourhood

Friends and family form a part of the community in our neighbourhoods

4) Location of places within the neighbourhood


Maps determine the location of a place

Places are located in particular areas for different purposes

5) How the local community has changed over time


Many people have links to the community today and in the past

Aboriginal people have lived in the community for thousands of years

The community will change in the future

6) Environmental features of a place


There are natural, managed and constructed features of places

Different places have different landscapes

The weather varies in different locations

The ten week scope and sequence plan focusing on the topic of 'Local Perspectives' was designed in order for students to develop a 'sense of place,
sense of belonging and sense of identity' (Cooper et al. cited in Morris 2010). Connecting to the natural world is an essential part of a students
development and is fundamental to their well-being (Cooper et al. cited in Morris 2010). According to VCAA (2014), humanities within the classroom
allows students to explore key ideas and concepts, assisting them in understanding the way in which people and societies organize and make
meaning of their world. From an early age, children should begin to experience and develop an understanding of their world around them. For this
reason, this sequence was created for students in Year One. At Level One, students are expected to begin to develop awareness of the locations of
places and their features within their local neighbourhood. Students will learn how to map these locations and will also gain an understanding of the
elements of the natural and constructed environments (VCAA 2014).

The key concept behind this scope and sequence is 'Local Perspectives- Places and People in my Neighbourhood'. Based on the concept map (refer to
Appendix One), six key understandings were formed. These were:
1) My position within the neighbourhood
2) Describing places within my neighbourhood
3) People who form the neighbourhood
4) Location of places within the neighbourhood
5) How the local community has changed over time
6) Environmental features of a place
These key understandings were organised from simple to most complex for students to progress through the unit. Furthermore, the main ideas are
interrelated and connect in a meaningful way, which enhances student learning. These ideas were further explored to develop sub-points, which
assisted in providing direction for the sequence. The AusVELS standards (VCAA, 2014) for Level 1 were used to ensure the sub-points were relevant
to the students expected level of learning. It is understood that students progress at different learning levels and therefore the activities of the
sequence catered for students with different learning abilities. The six understandings were formed taking into consideration the different ways
students learn, their learning abilities and the importance of incorporating Humanities into other discipline-based subjects such as English and

The scope and sequence is not based solely on one aspect of the humanities curriculum, it also incorporates other disciplinary areas. The activities
within the sequence are mostly geography based thus meaning the activities are practical and explore the 'real world' whilst also being relevant to
'life in the twenty-first century, both now and for the future' (Pickford, Garner & Jackson 2013, p.38). Other areas of the humanities curriculum
included in the sequence are history and civics and citizenship. For example, a history based activity was when students explored how the
community has changed over time (refer to Week 8 of Scope and Sequence). Alongside this, importance was placed on the inclusion of the cross-
curriculum priorities of Aboriginal and Torres Straight Islanders histories and cultures and Sustainability. According to the Australian Curriculum
Coalition (2010), these are areas requiring the most support in schooling (Reynolds 2012). Sustainability was incorporated into weeks 9-10 of the

scope and sequence when exploring the environmental features of a place. Other discipline-based areas of the curriculum such as English and
Mathematics were integrated into the humanities sequence to support the AusVELS Level 1 standards. For example, in weeks 9 -10 students are to
create a short presentation to promote awareness on littering which links to the AusVELS standard 'Make short presentations using some introduced
text structures and language, for example opening statements (ACELY1657)(VCAA 2014)'.

In order for students learning to be worthwhile in humanities, the learning experience needs to be positive and reflect certain principles. Gilbert
(2014, p. 68-69) proposes that learning experiences must allow students to discover new understandings about the world, must be relevant to
students prior knowledge and understandings, allow students to inquire into their world by searching for information and form connections to the
world 'beyond the classroom'. The activities designed aimed to incorporate all of these learning aspects. Throughout the ten weeks the students are
provided with the opportunity to participate in a range of different activities, which cater for students different learning needs. Morris (2010 p.28)
states that 'children need a range of experiences in the natural world to develop their senses and gain new understandings and skills'. For this
reason, many practical activities were included in the sequence. For example, students were given the opportunity to explore their local community
by walking around the schools neighbouring streets (refer to week 7).

Inquiry based learning allows children to 'actively learn about the world, making sense of it for themselves' (Pickford, Garner & Jackson 2013, p. 40).
Furthermore, it allows students to learn at their own pace and hence caters for students learning abilities. In weeks 4-6, students complete a people
study to explore how people make the world a better place. Information and communications technology (ICT) is an interdisciplinary domain, which
was explored through the scope and sequence, and is becoming an essential aspect of the classroom. ICT 'focuses on providing students with the
tools to transform their learning and to enrich their learning environment' (VCAA 2014). Due to its increasing importance within the classroom, this
sequence incorporates activities, which use ICT in different ways. For example, activities such as those using Google Maps or the viewing of YouTube
videos on the interactive whiteboard.

In conclusion, this scope and sequence aims to provide a rich learning experience on the topic of local perspectives. It focuses on six key

understandings, that were designed in order to enhance the Australian Curriculum and broaden students knowledge on places and people within
their neighbourhood. The key understandings chosen are crucial for students to have knowledge of, as they provide not only a basis for further
humanities studies in the future, but also essential knowledge and skills required for the real world. The activities incorporate a range of subject
areas and different learning styles, which help to ensure students at different levels of learning and backgrounds have a positive and educational



Learning Experiences


Links to AusVELS

Main ideas

My position

Harrys Home by

English: Use comprehension

within the

and discuss the meaning of the story the

Catherine Anholt

strategies to build literal and


meaning of home. Discuss characters feelings

inferred meaning about key events,


when returning home and use visual references to

ideas and information in texts.

where students

emphasise the themes of the story.



Read Harrys Home picture book to the students

Discover who

Students are to create a poster using a photo of

Geography: Record and represent

students live

their house as a focal point. Labeling important

data and the location of


aspects of their home (eg. type of house, what

places and their features by

house is made of, who lives there). Discuss and


compare students homes.

tables, plans and labelled maps


Develop an
of students

Class tally formed to compare family members

within the students homes. Discuss similarities and

Mathematics: Represent data with

differences. Students transfer information from

objects and drawings where one

tally into a visual representation (picture graph).

object or drawing represents

one data value. Describe the displays


different rooms of their house are used for and

Source: Around the

which room in their house is their favourite.

House p.44

Geography: The activities in the local

Students recreate a model of their favourite room

(Refer to appendix

place and reasons for their location

using an array of materials



Around the house activity Students discuss what

(Source: VCAA 2014)
Weeks Describing places

Circle time: Discussion with students on the

Source: Home and

Communication: They practise the

within my

similarities and differences between school and at

School p.17

skills of being attentive listeners and




viewers in pairs, small groups and as

Places have

a whole class.

Source: Features of

places p. 13

Geography: Draw conclusions based

Spaces within

Using images of features from a specific place,

students are to identify the place these features

belong to and discuss other features, which can be www.readyed.net

on the interpretation of geographical

the home and

found at this location (eg. Trolley and shopping

(Refer to appendix

information sorted into categories


basket can be found at the local shop)



are used in

different ways

Mathematics: Choose simple

Venn Diagram students place cards containing

Source: Use your

questions and gather responses

different features (eg. Driveway, trees,

Senses p.14


playground) in the appropriate section of the hula


hoops (depending on if it is a feature which can be

(Refer to appendix

Foundation Geography: Describing

seen at home, at school or at both places)


the features of a special or local

place by using their senses, for

Venn Diagram: Using hula hoops to create the

Excursion: Students explore two contrasting places

in the neighbourhood (park and local shops) taking

example, sight, smell, hearing and

touch, and recording these

Source: Community

observations (ACHGS002)


Using template students create a foldable to make


Geography: describing places using a

note of what they see, hear, feel and smell.

a personal comparison of the features of the two

range of forms, for example, stories,

places visited on the excursion.

texts, painting, dance, song, maps,

photographs or play (ACHGS011)

Students create a Community Collage in the

classroom by finding images of places from

English: Understand that language is

magazines and online resources. These images are

used in combination with other

grouped according to their features and use in the

means of communication, for

local area.

example facial expressions and

gestures to interact with others

Students demonstrate through role-play in pairs


how different spaces within the school can be

used for different purposes (eg. An oval can be

used for playing sport as well as eating)

Weeks People who form

(Source: VCAA 2014)

Use Occupation Song to introduce to students

Source: YouTube

Geography: Identifying the activities


different occupations, which occur within the local


located in their place, for example,


community. Brainstorm of these occupation and on


retailing, medical, educational,

There are

other occupations which could have been included


police, religious, recreational,


farming, manufacturing or office


Occupation Celebrity Heads Provide knowledge of


activities, locating them on a

within the

occupations, which occur in their community. A


pictorial map, and suggesting why


group of four students will be unaware of the


they are located where they are

occupation they have been given by the teacher.



family form a

From this, the students will ask questions to the


part of the

class to discover which occupation they are.

English: Create short imaginative and

Friends and


informative texts that show

within our

Creative activity whereby students are provided

My Dream Job

emerging use of

with a template, which they can use to represent


appropriate text structure, sentence

themselves as a particular occupation. Students are

(Refer to appendix

level grammar, word choice, spelling,

community look

to provide reasoning to why they chose the


punctuation and appropriate

like in the past?

particular occupation.

multimodal elements, for example

illustrations and

Watch film: Busy World The Busiest Firefighters

Source: Film The

diagrams (ACELY1661)

What did our

Ever explore with students the different

Busiest Firefighters

occupations within the film and their role in the

Ever by Richard Scarry English: Use comprehension


strategies to build literal and

inferred meaning about key events,

ideas and information in texts that

who form the local community, students will go on

they listen to, view and read by

an excursion to the local fire station. At the fire

drawing on growing knowledge

station they will be spoken to by one of the firemen

of context, text structures

who will discuss their occupation in depth and

and language features (ACELY1660)

demonstrate to students some of their roles.

Students to create an imaginative piece of writing in

the form of a worker from a particular occupation.

Students to imagine a day in the life of this worker

and what would be involved. What do they see,

hear and feel?

Read picture book What do people do all day to

Source: Picture book

To demonstrate to students the types of people

create the link for students between occupations

What do people do all

and friends and family forming the community.

day by Richard Scarry

(Family members work within the community)

People study: students explore how particular

people make the world a better place. How do

policemen make the community safer? How do

teachers help the community? Etc. Findings can be

delivered in an ICT format.


Location of places

within the

(Source: VCAA 2014)


Geography: Record and represent

interactive whiteboard Curious George


data and the location of places and



their features by constructing tables,


plans and labeled maps (ACHGS009)


Video clip to introduce maps to students on

determine the

Using interactive whiteboard, teacher displays an

location of a

outline of the school grounds without labels. As a

ICT: they use ICT to acquire new


class students determine the location of places

School Map

knowledge and skills in all areas of

within the school (eg. Canteen, Hall) based on

(Refer to appendix six) the curriculum and to create and

located in

their prior knowledge.

present information in meaningful

particular areas


Symbols and Keys

represent different landmarks on a map using


Geography: Collect geographical

handout provided students create their own


data and information, for example,

symbols and place them on a map

(Refer to appendix

by observing, by interviewing, or


from sources such as photographs,

Source: Google Maps

plans, satellite images, story books

Places are

for different

Teacher discusses the use of a key and symbols to


Alongside the teacher the students explore the

surroundings of their school by walking around the https://www.google.c

and films (ACHGS008)

neighbouring streets. Students are provided with a om.au/maps

map from Google Maps and are expected to use

Geography: Pose questions about

pictorial representation to show landmarks (bus

familiar and unfamiliar places

stops, parks).


School Map

Geography: Present findings in a

Group treasure hunt activity: Students are to
explore the schools grounds using their maps to

(Refer to appendix six) range of communication forms, for

find the hidden treasures - After having

example, written, oral, digital and

understood how to use a map students are given a

visual, and describe the direction

map, which shows where hidden treasures can be

and location of places, using terms


such as north, south, opposite, near,

far (ACHGS011)

(Source: VCAA 2014)

How the local

History: Differences and similarities

community has

were you born? Where did was your mother and

between students' daily lives and life

changed over

father born? Do you know where they grew up?

during their parents and


Exploration into different cultures within the

grandparents childhoods, including

Many people

community (eg. Indigenous Australians)

family traditions, leisure time and

communications. (ACHHK030)

Timeline template

Circle time discussion on family history. Where

have links to the


Students create a family time line using photos,

today and in the

which are brought in, from home. Timeline

(Refer to appendix

History: Explore a range of sources


represents the


about the past (ACHHS034)


people have

Australia wide Aboriginal Incursions Koomurri.

Source: Information

Civics and Citizenship: They begin to

lived in the

This company will come to the school to educate

on incursion can be

appreciate the similarities and

community for

students on the Australian Aboriginal culture and

found at

differences between individuals and

thousands of

history. This company will explore previous tribes,


groups, including the language,


which made up the community in the past.

cultural and religious groups which

make up the Australian nation

The community
will change in
the future

Read picture book Wandihnu and the Old

Source: Picture book -

Dugong. Discuss the meaning behind the text and

Wandihnu and the Old Cross-curriculum priorities

how a community changes overtime.

Dugong by Elizabeth

Aboriginal and Torres Strait Islanders

and Wandihnu

histories and cultures: Students will


examine historical perspectives from

an Aboriginal and Torres Strait
Islander viewpoint. They will learn
about Aboriginal and Torres Strait
Islander Peoples prior to
colonisation by the British, the
ensuing contact and its impacts
(Source: VCAA 2014)

Weeks Environmental

Whole class discussion on the meaning of natural

Statements on natural

Geography: The natural, managed

features of a

and constructed (man-made) features of a place.

and constructed

and constructed features of places,


Teacher provides short statements on a place and

features (Refer to

their location, how they change and

There are

students as a class decide if it contains natural or

appendix nine)

how they can be cared for

constructed feature.


natural and

features of a

Source: Features of

Places pg.12

History: Distinguish between the

features. Students describe what they see in the


past, present and future (ACHHS032)

photos. Are these natural features why? What in

(Refer to appendix

Photo collage of both natural and constructed

Different places
have different

this photo is a constructed feature? Students should ten)


be able to determine which places have mostly

past using sources provided

Humans have

natural features and which places have mostly


constructed features (eg. Town vs forest).

an impact on

History: Pose questions about the


Source: Google Maps

Civics and citizenship: Students begin


On a map of the local area students colour in the


to participate in a range of class and

natural and constructed features in different

school activities such as recycling

colours. Prompting questions: Is the road a natural

or constructed feature? Are the trees and the oval

Civics and citizenship: Students

natural features?

investigate the ways individuals,

Source: Picture book -

families, groups and communities

View picture book Window to describe the

Window by Jeannie

can work to improve their

changes to the environment overtime. Using the




Source: Environmental English: Make short presentations

Cross-curriculum priority: Sustainability Class

Lesson Plans in

using some introduced text

discussion on how to protect the environment.

Collaboration with

structures and language, for example

What is our responsibility to the environment?

Friends of the Earth.

opening statements (ACELY1657)

(recycle, water saving, electricity). Create a class-

wide contract to the environment and local

community, which they live in.


Students are exploring how to improve the place in

Protecting Places pg.

their neighbourhood in regards to sustainability (eg.

35 www.readyed.net

a local park). Students are to explore ways to make

(Refer to appendix

improvements to a local area through a worksheet.


Students are discovering the effect they have had

upon their school community by tallying the amount

of rubbish within the playground. From this students

develop a short presentation, which can be

delivered at assembly to promote the need for


(Source: VCAA 2014)

Reference List

Anholt, C 2000, Harry's Home, Farrar Straus Giroux, New York, United States of America.

Baker, J 1991, Window, Greenwillow Books, New York, United States of America.

Busy World of Richard Scarry: Welcome to Busy Town 2007, Television Show, Cookie Jar, Canada.

Davies, C 2013, Australian Geography Series: Year One- Places Have Distinctive Features, Ready-Ed Publications, Greenwood, Western Australia,
retrieved 10 September 2014, <www.readyed.net>.

Doan K., Graham J., Johnson H., Lax E & Sachdev B. 2011, Environmental Lesson Plans in Collaboration with Friends of the Earth, uOttawa,
retrieved 14 September 2014, <http://www.developingaglobalperspective.ca/wp-

Hot Chalk Inc. 2014, This game on certain occasions is called Celebrity Heads, Hot Chalk Education Network, retrieved 10 September 2014,

Gilbert, R 2014, Planning for student learning in R.Gilbert and B Hoepper (eds.), Teaching humanities and social sciences: history, geography,
economics and citizenship, 5th ed, Cengage Learning Australia, South Melbourne, pp. 68-74.

Google Inc. 2014, Google Maps, Google Company, retrieved 11 September 2014, <https://www.google.com.au/maps>.

Koomurri Management n.d., Koomurri, Koomurri Management, retrieved 11 September 2014, <www.koomurri.com.au>.

MCEETYA 2006, Statements of Learning for Civics and Citizenship, Curriculum Corporation, retrieved 14 September 2014,

Navigation 2011, YouTube Video, PBS Kids, 11 September 2014, <http://www.youtube.com/watch?v=Bj1veZY5hrY>.

Occupation Song 2013, YouTube Video, Naidon Studio, retrieved 10 September 2014, <https://www.youtube.com/watch?v=ffnId955-mE>.

Pickford T., Garner W., Jackson E. 2013, Primary humanities: learning through enquiry, Sage, London.

Reynolds, R 2012, History, geography and SOSE in an Austraian National Curriculum in Teaching history, geography & SOSE in the primary
school, Oxford University Press, South Melbourne, pp. 1-22.

Scarry, R 1968, What Do People Do All Day, Random House Books for Young Readers, New York, United States of America.

Victorian Curriculum and Assessment Authority 2014, The Australian Curriculum in Victoria, State Government of Victoria, retrieved 10
September 2014, <http://ausvels.vcaa.vic.edu.au/>.

WatchKnowLearn 2014, 'Learning About Maps With Curious George', Community Foundation of North West Mississippi, retrieved 14 September
2014, <http://www.watchknowlearn.org/Video.aspx?VideoID=23348&CategoryID=443>.

Wymarra E, Wymarra W 2007, Wandihnu and the Old Dugong, Magabala Books Aboriginal Corporation, Broome, Western Australia.

Appendix One: Concept Map

Appendix Two: Around the House

(Source: Davies 2013)

Appendix Three: Example of pictures used in Features of Places

Source trolley: http://s0ftpedia.pw/files/animated%20shopping%20trolley&id=mix

Source computer: www.clipartpanda.com
Source bread: www.welikethis.com
Source books: www.percys.com.au
Source bed: www.clipartpanda.com

Appendix Four: Use your senses activity sheet

(Source: Davies 2013)

Appendix Five: Template for creative occupation activity



Appendix Six: Map of the school

Source: www.elmcofeprimaryschool.com

Appendix Seven: Symbols and Keys Worksheet

(Source: Davies 2013)

Appendix Eight: Template to create students timeline





Appendix Nine: Natural and Constructed feature statements for students to compare

Natural Features Statements:
You are walking through forest with tall trees
Swimming at the beach
Walking along the sand into the water at the beach
Playing with pebbles you found in the river

Constructed Features Statements:

Walking down a long road
Sitting on a chair in your lounge room
Playing with a beach ball at the beach
Playing on the playground outside

Appendix Ten: Students determine if the photos are natural or constructed features

(Source: ACARA 2014)

Appendix Eleven: Protecting Places worksheet

(Source: Davies 2013)