Enriching Literacy development through HASS learning contexts
TERM 4
What is happening in Year 5/6 …
This term studies in Humanities and Social Sciences (HASS) will take on the exciting and ambitious task of
creating a children’s book!
This will be a collaborative project to develop student’s ability to communicate their understanding of HASS in the areas of History, Geography and Civics and Citizenship (Marsh, Clarke, & Pittaway, 2014).
Our Australian Curriculum recognises
there are strong links between Literacy and HASS as the knowledge and inquiry
skills taught through HASS develop literacy skills such as identifying literal
and inferred meanings and deconstructing texts for critical analysis, which
leads to independent thinking and decision making (ACARA, 20016; Gilbert &
Hoepper, 2014).
The definition of Literacy has changed
dramatically over time consistent with developments in technology, with
Literacy now incorporating language, visual, sound and a range of technologies
(ACARA, 2009; Gilbert & Hoepper, 2014). This is exciting for your child as we delve
into Literacy.
To begin our adventure students will be
inspired by reading the delightful book “No Way Yirrikipayi!” written by Alison
Lester and the children of Milikapiti School on Melville Island as a project of
the Indigenous Literacy Foundation (2015).
This organisation seeks to improve the literacy skills of Australian
Aboriginal and Torres Strait Islander children and provides young Australian’s the
opportunity to learn about and respect the world’s oldest continuous living
culture. This aligns with the Australian
Curriculum directives of engaging our young people in reconciliation and encouraging
share beliefs and values to improve individual lives and communities (ARARA,
2016).
Figure 1. No Way Yirrikipayi
Our students will be exploring the
concept, culture and meanings behind this book as they de-construct and
critically read the text to discover its social context and appreciate our rich
Aboriginal cultures and languages (Exley, Kervin, & Mantei, 2015; Fellowes & Oakley,
2014; Gilbert & Hoepper, 2014).
We will also explore the context of
this book by researching Melville Island for its rich geographical and
historical significance and make comparison between the citizens and students
of Melville Island and Ulverstone, exploring aboriginal culture and identifying
our local culture.
Our book will come together in a
sequence of lessons over Term 4 culminating in a presentation in school assembly
along with a PowerPoint present of the creative journey. We warmly welcome you to join us at this
special assembly. During these lessons we
will use resources such as Behind the New (BTN) video clips and video
interviews with famous children’s authors, to improve students research and writing
skills.
Video 1. Reconciliation Week (title is linked)
A highlight of this unit will be a
visit to our local library to discover its great resources and interviewing two
local authors, Philippa Ray and Bill Field, who have written books inspired by
local citizens and geographical landmarks.
Figure 2. Grace has a secret
Figure 3. Methanga to Nietta: A history of the Ulverstone to
Nietta Railway.
As a compliment to your child’s
learning in HASS and Literacy we encourage you to read a broad range of books
and explore their context together. Research
indicates reading to your child develops reading skills and lifelong learning habits
(Ma, 2011).
So get ready to join our adventure with
your child exploring everything - HASS and Literacy.
Word Count 508
Links to the Australian Curriculum
Word Count 508
References
Australian Broadcasting Corporation (2015). Reconciliation week [Video File].
Retrieved from http://www.abc.net.au/btn/story/s4239944.htm
Australian Broadcasting Corporation (2017, April 22). Terry Griffiths writing tips [Video
File]. Retrieved from http://splash.abc.net.au/home#!/media/1950586/
Australian Broadcasting Corporation (2017, April 22). Write with Emily Rodda [Video File]. Retrieved
from http://splash.abc.net.au/home#!/media/1919300/
Australian Curriculum Assessment and Reporting Authority.
(2009). The Shape of the Australian
Curriculum: History.
Retrieved from https://acaraweb.blob.core.windows.net/resources/Shape_of_the_Australian_Curriculum__Civics_and_Citizenship_251012.pdf
Australian Curriculum Assessment and Reporting Authority.
(2016, December 16). The Australian Curriculum: HASS (Version 8.3), Year 3-6, all curriculum elements, all
curriculum dimensions. Retrieved from
file:///Users/regina/Downloads/AustralianCurriculum%20(24).pdf
Exley, B., Kervin, L., &
Mantei, J. (2015). Exploring with grammar
in the primary years: Learning about language in the Australian curriculum:
English. Norwood, SA: Australian Literacy Educators’ Association.
Fellowes, J., & Oakley,
G. (2014). Language, literacy and early
childhood education. South Melbourne, VIC: Oxford University Press.
Field, B. (2016). Methanga
to Nietta: A history of the Ulverstone to Nietta Railway. Fitzroy, Vic: PMI
Corporation Pty Ltd.
Gilbert, R., & Hoepper, B. (2014). Teaching humanities
and social sciences: History, geography, economics and citizenship in the
Australian curriculum. South Melbourne, VIC: Cengage Learning Australia.
Holling, P., Ray, P., & Braid, L. (2013). Grace has a secret. Bloomington, IN:
Balboa Press.
Lester, A., & The Children of Milikapiti School on
Melville Island.
(2015). No Way Yirrikipayi! Broadway, NSW:
Indigenous Literacy Foundation.
Ma, C. (2011). Research on influential factors of children's
reading interests: A case study of w class (Order No. 10496417). Available from
ProQuest Dissertations & Theses A&I. (1875041831). Retrieved from
http://ezproxy.utas.edu.au/login?url=http://search.proquest.com/docview/1875041831?accountid=14245
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher. Frenchs
Forest, NSW: Pearson Australia.
Yunkaporta, T. (2009). Aboriginal
pedagogies at the cultural interface. Townsville, QLD: James Cook
University. Retrieved from http://researchonline.jcu.edu.au/10974/2/01thesis.pdf
Hi Regina,
ReplyDeleteWhat a wonderful post! Your use of tone for communicating with parents is beautiful. I found your blog post really easy to read and very informative. Your use of literacy with HASS sounds so exciting! I have no doubt that your students will enjoy creating these books and will be engaged with their learning activities along the way.
I really like that you are taking the students on a trip to the local library to interview authors, this activity is heavily embedded in real-life context and will provide your students with a great deal of insight into the life of a journalist or interviewer. I am assuming that they will prepare a list of possible questions to ask the author’s based on their learning within HASS and English for their own books?
I like that you have really captured an integrated approach to student learning, it allows for the opportunity to support a more holistic learning experience (Hoepper et al, 2017). You have really sequenced your unit to allow for maximised learning across many different curriculum learning areas (Geography, History, Civics and Citizenship, Inquiry, English, and Literacy).
You mention a list of resources that you would use in this unit. To strengthen your blog, it would be good if you could embed the BTN video that you would use in your learning. I found myself wanting to know what students would be watching. I’m sure parent’s would like to view it also, as it would help them to understand what their children are learning and also encourage them to follow your advice about complimenting their child’s learning at home. You could even embed the images of the book cover that students would be reading in your blog, and the various interview video’s students are watching. This would help make your blog as visually engaging as it is to read!
I hope my tips help. Overall, I really enjoyed your blog, especially reading how you would incorporate literacy with HASS education. You have done a great job!
Kind regards,
Serena.