Welcome!
Hello and welcome back to another blog. My name is Miss
Pridmore-Johnston and whilst I am teaching this year’s year five students, this
blog is aimed for a year three class. The focus of this topic and following lesson
is for students to examine information to identify different points of view and
distinguish facts from opinions. This is then
specified as exploring stories about places and people told by people from Asia.
Asia
There is a growing emphasis for schools to
develop knowledge and understanding of the Asian culture, as Australia’s
engagement with Asia expands and Asia’s growing influence affect different
aspects of the world. This is further emphasised in
the Melbourne Declaration where it is noted that countries like India and China,
as well as other Asian countries, are expanding their influence throughout the
world. There are five learning aspects, which focus upon
global education, that have been brought to attention by Curriculum Corporation. These aspects are interdependence
and globalisation, identity and cultural diversity, social justice and human
rights, peace building and conflict resolution, and sustainable futures. All
aspects have an underlining priority of spatial and temporal capacity.Human Library
For this topic, a similar Human Library like the Hobart Human
Library may be used. The Hobart Human Library is a resource tool based upon the
concept of exploring discrimination and bullying. The aim of this resource is
for individuals to learn about an individual’s story, emphasise with their
situation and expand their perspectives and points-of-views. Whilst the Human Library will not be used to explore discrimination and
bullying, it will be used to explore the lives and experiences of individuals
from the Asian Culture. Students, in groups of no more than six students, can
listen to the story of an individual and ask any questions they wish to know
about the Asian culture. During the use of the Human Library, students will be
making a profile of the speaker. ACARA explores the use of posing
questions to investigate people, events, and places. The profile can include
name, country of origin of story, gender, and details of the story. The
students can ask the speaker for further details of the story. Teachers may
choose to include any further details they wished to include. After the Human
Library has finished, students can then be asked to create a visual
representation of the story that was just told. The picture can include the
speaker, and must include a focal point of the story.
