EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING

Duration: 10 weeks
STUDENT NAMES:
Summer Misaghian & Jessica OSullivan

Weekly Focus:
Local Perspectives
Topic:
Places & People in my Community
Year Level:
Grade

Teaching proposal (Rationale 500 words)

Big Idea:
There are lots of different places and people that belong
to our local community
Key Concepts/Values
What sorts of
people
are in our local community?
What types of
places
are in our local community?

An importance of schooling is creating a sense of belonging in students and structuring the classroom like a small community, where
each person has their role and valuable specialties. In light of this, we have constructed a scope and unit sequence focusing on local
perspectives, targeting specifically people and places in my community. Through these ten weeks, students will become familiar with
what a local community is, where they will experience a range of activities introducing them to the people, places, events, types of
transport and the changes that have occurred in their communities over time. We have incorporated a variety of activities as it is evident
that a range of experiences deepen and enrich student learning, providing depth to the curriculum and develops key life skills (Pickford
2013, pg.56).
Through these activities, students are encouraged to develop a deeper sense of community in their classroom, where they form new
relationships with their peers and understand them more as individuals. This is evident in the find someone who activity, where
students have to find people with the same interests, similarities and differences as themselves. In doing so this can relinquish any
predetermined assumptions or misunderstandings students may have of their peers, and reduce conflicts and bullying in the classroom
community, supporting a more fruitful and uninterrupted learning environment where everyone feels safe to be themselves and make
mistakes. Furthermore this will allow for students to form and maintain healthy relationships (Melbourne Declaration 2008, p. 9).
Our unit incorporates diversity in its folds, highlighting that we live in a country with an assortment of cultures and backgrounds,
encouraging students to appreciate cultural diversity within and beyond their own nation (Marsh 2011, p. 359). We provide the
opportunity for students to share their backgrounds with their peers and introduce events and celebrations they participate in

throughout the year. In doing so, this is encouraging our students to be more accepting of other cultures, where they can identify the
similarities to their own lifestyles and interesting differences. This can assist the reduction of stigmatisation, discrimination and racism,
allowing for more culturally accepting attitudes are constructed from a young age.
Our focus on places in the community will not only scaffold their understandings of how a community functions, but also introduce
places and services available to them. For example: where to go if they are sick, to receive an education, to buy food, to get some money
out or to borrow a book. We believe this is important to
allow young people to learn in a meaningful way because it presents real world
practise (Webster and Ryan 2014, pg.48).
This will be scaffolded by their hands-on constructions which will require both gross and fine
motor skills of their local communities. Students will also be having the opportunity to speak and listen to guest speakers from their local
communities. By giving students a chance to create their own local comunnities it will give them opportunities to develop their own
understandings (Hinchey 2010, p. 42).
Another key element of our unit sequence is sustainability, where education for sustainability leads to students developing an overall
capacity to contribute to a more sustainable future (Cutter-Mackenzie & Hoepper 2014, p. 399). Students are introduced to sustainable
attitudes and actions from a young age where their impact on our planets preservation is investigated, encouraging the development of
a more empowered and knowledgeable society that supports sustainability in their everyday lives.
In conclusion, we believe that our focus area and activities will assist in developing active and informed citizens (Reynold 2012, p. 15)
and by investigating their world and its people; they can develop a sense of community and global citizenship. Through the inclusion of
hands on experiences and activities, we believe that students will achieve a better understanding of the world in which they live, and
have the opportunity to help create a more sustainable future (Cutter-Mackenzie & Hoepper 2014, p. 396).

Understandings:
At the end of this unit, students will understand that:
1. What a local community is and what it includes
2. What different people live in our community
3. What places are in our local community
4. What our local community looks like
5. What events are celebrated in our local community
6. How our local community has changed over time
7. What form of transport do people use in our local community

Key Skills
At the conclusion of this unit students will be able to:
Interact and develop new relationships with people in their
class
Develop their creativity abilities
Further develop their communication skills through sharing
their thoughts and experiences
Develop inquiry learning skills
Develop fine and gross motor skills

Australian Curriculum areas covered in this inquiry unit related to Humanities

Discipline

History

Geography

Knowledge & Understanding

Differences and similarities between students' daily lives
and life during their parents and grandparents
childhoods, including family traditions, leisure time and
communications.
(
Ausvels, 2015). *Present and past
family life
The natural, managed and constructed
features
of
places, their location, how they
change
and how they
can be cared for (ACARA, 2015)

code

Skills

(ACHHK030)

(ACHGK005)

Identify and compare features of

objects from the past and present
(Analysis and use of sources) AusVELS

Represent
data
and the location of
places and their
features
by
constructing tables, plans and labelled
maps (Collecting, recording, evaluating
and representing) (ACARA, 2015)

code
(ACHHS035)

(ACHGS009)

Humanities
Civics &
Citizenship
(Ausvels, 2015)

1.identify the range of groups to which they, their

family members and their class belong
2.appreciate the similarities and differences between
individuals and groups, including the language, cultural
and religious groups which make up the Australian
nation
3.They explore the roles, rights and responsibilities of
various family and community member
4.They begin to appreciate the common values
important to groups and individuals; for example,
fairness, tolerance, understanding and respect (Ausvels,
2015).

(CCLF1)
(CCLF2)
(CCLF3)
(CCLF4)

CROSS CURRICULUM PRIORITIES

Organising ideas

Indigenous
Asia

code

Organising ideas

code

Sustainability

Actions for a more sustainable future reflect values of

care, respect and responsibility, and require us to
explore and understand environments.

OI.7

GENERAL CAPABILITIES
Literacy

Personal and
social
capability
Ethical
understanding

Numeracy

(ICT) capability

Critical and
creative thinking

Intercultural
understanding

They explore the community and environment around

them, and increasingly consider contexts and information
which lie beyond their immediate experience (Ausvels
2015)
CCT1
Think about thinking (metacognition)
describe what they are thinking and give reasons why
(ACARA 2015)
CCT2
Draw conclusions and design a course of action
share their thinking about possible courses of action (ACARA
2015)
CCT3
Evaluate procedures and outcomes
check whether they are satisfied with the outcome of tasks
or actions (ACARA 2015)
CCT4

Understand relationships
explore relationships through play and group
experiences (ACARA 2015)
PSC1
Explore ethical concepts in context
describe familiar situations that involve ethical
concepts (ACARA 2015)
EU1
Investigate culture and cultural identity
share ideas about self and belonging with peers
(ACARA 2015)
IU1
Mediate cultural difference
identify similarities and differences between
themselves and their peers (ACARA 2015)
IU2

SCOPE & SEQUENCE UNIT PLAN

When
(weeks)
Week 1:
Community
introduction
and resource

Understandings

Learning experiences/ learning processes

Resources

What makes up a local community?

Busy, Busy Town By Richard

Scarry

Understanding 1
Understanding 4

Teacher will read students a book about what places and people are in
their local community caled Busy Busy Town.
Front loading activity:
The teacher will frontload the pictures, blurb and title of the book
asking some questions like Who do you see on the front cover? or
What do you think this book is going to be about when looking at the
pictures and the words?
After reading:
Discuss that a community is where people work, live and play. Have a
brainstorm about what buildings, people, activities and natural
landscapes are included in a community. Students are to construct
their own version of a front cover for the book where they focus on a
snapshot of what their community looks like. They can use a variety of
resources provided. They will then come up with an engaging title.

AC links/
codes
History K&U
(ACHGK005)
History S
(ACHHS035)
Civics and
Citizenship
(CCLF3)
CCT2

IU1
IU2
(Scarry 1994)

Week 2:
Community
member
interests

Understanding 1
Civics and
Citizenship
(CCLF1)

What do I have in common with other people in my community?

Understanding 2
Students each collect a Find Someone Who.. grid printout with
pictures and move around the room, asking each other questions to fill
out all of their squares. They have to write the students name that
matches the comment. For example likes to cook or who attends the
local swimming pool etc. Students will then come together as a class
and discuss students they have similar interests and squares with from
their sheet, and things that may differ between them and their peers.
In doing so this activity will allow students to get to know people in
their classroom community better, and learn new things about their
peers.
https://www.pinterest.com/pin/356980707941999876/

Civics and
Citizenship
(CCLF2)
CCT2
CCT4

https://www.pinterest.com/pin
/287597126174834415/
(Pinterest 2012a)

PSC1
IU1
IU2

Extension Activity: Class community jigsaw:

Each student will be given a jigsaw cut out which all be connected at
the very end to produce a big class size jigsaw. This will focus on
developing a sense of belonging where they all see that they are a key
figure in the class atmosphere. Students will each chose a few
infrastructures, activities and people that are important to their daily
lives from their local communities and then find a related image for
each on iPads and laptops. They will then attach these to a jigsaw
piece with their names.
Once everyone has finalised their jigsaw piece, a class showcase
session will be carried out where each person will stand in front of the
class pass around their jigsaw piece and explain what they included on
the piece and why they are important to them.

https://www.pinterest.com/pin
/518758450806318279/
(Pinterest 2015)

Week 3:
People in my
community

Understanding 1

Our Classroom Community:

Understanding 2

Each student will collect a person cutout where they will draw on its
features and clothes to individualise and represent themselves. They
can then each construct either a building/ house, trees/flowers or a
form of transport for their person to be stationed next to. Finally they
will write a short characteristic of statement about themselves in an
expression bubble for example I like taking care of people, and place
all three next to each other on a the wall. The wall will be a class
project where students and the teacher will make a backdrop for their
community including a sky, grass and road with enough space to
include each community member.

Understanding 3

Extension:
A person cutout and speech bubble could also be made for
key community members such as policement, firefighter, doctor and
added to the backdrop to represent that a local community is made up
of lots of different people.

Geography S
(ACHGS009)
Civics and
Citizenship
(CCLF1)
Civics and
Citizenship
(CCLF2)
Civics and
Citizenship
(CCLF3)
Civics and
Citizenship
(CCLF4)

http://tommiestools.blogspot.
com.au/2011/03/we-live-in-gr
eat-neighborhood.html
(Tommie 2011)

CCT4
IU1
IU2

Week 4:
People in my
community
>Guest
speaker

Civics and
Citizenship
(CCLF1)

How do people in my community dress?

Understanding 1
Understanding 2

Students will have a range of guest speakers visit their class such as a
firefighter, doctor, police, shop owner, council worker, sporting figure/
coach, grandparents. These guest speakers will share their roles in the
community with the students and explain what responsibilities their
jobs entail.
In light of these visitors, students will have to create the uniforms of a
community member currently in the community or by making one up.
They can use various resources available such as material, hats, paper
etc. They will then work in groups of 4 to act out the community
workers by taking on the role of the person.
Eg. Fire fighter, Policemen, Nurse

Civics and
Citizenship
(CCLF3)
Civics and
Citizenship
(CCLF4)
CCT1
CCT2
PSC1
IU1

Week 5:
Places in our
community

3D Community Places
Understanding 1
Understanding 3
Understanding 4

Class will have a discussion about what is included in their community.

A brainstorm will be constructed where all the building, parks, main
roads, and recreation facilities are listed.
Students will then be grouped and given a few elements of the
community to construct with coloured and cardboard materials.
The class teacher will construct the main roads using masking tape on
the floor space in the classroom, and when the students have finished
their construction, they will place them in their designated area on the
floor space.
Reflection:
To end this activity a reflection circle will be carried out
where students can share their likes and dislikes about the activity,
and take note of the areas they use most in their local community.

https://www.pinterest.com/
pin/222224562835509997/
(Pinterest 2013a)

History K&U
(ACHGK005)
Geography S
(ACHGS009)
CCT1
CCT4

PSC1

Week 6:
Transport in
our
community
(link in
sustainability
)

What forms of transport do students use?

Understanding 7

A class data collection will be carried out where each students must
select the form of transport they utilise most in order to travel. They
are then required to make a model of this form of transport: bus, car,
bicycle, walking, tram etc. A graph will be constructed with students
transport option on the floor in a class circle. Students will be able to
see which mode of transport is most common. A class discussion will
be carried out in where the results will be discussed and explored.
Students will also explore sustainability where they identify which
forms of transport are better for the environment and come up with
better options they can use themselves.
Extension:
Students can draw a map of their pathway to school by
either bus, bike, car or walking. This will help students understand that
not everyone will take the same journey to school in their local
community.

Week 7:
Things we
celebrate in
our
community

Civics and
Citizenship
(CCLF1)

Understanding 1

Geography S
(ACHGS009)
OI.7
CCT2

This is just an example of the

column graph students will
make on the floor in the circle.
The cars, bikes, train, walking
or bus etc will be made out of
colour paper and be bigger.

Class Calendar of Celebrations and Events:

Students will be grouped into pairs and each given a month to focus on
Eg. September. They are to include students birthdays that are in their
month and then investigate any events that are taking place in the
schools or wider community during their focal month. They can look
on their school website to help them research key events and then
draw pictures to represent each one. Examples may include: book
week, fates, athletics day, mothers day, fathers day, christmas and
other significant events that takes place in students local communities
and Australia as a whole. These calendars can then be displays on the
classroom wall so the whole class is able to review each weeks key
events that are happening in the school and local community.
Extension:
The class could share events or celebrations that they
attend or attended as they are marked off on their calendar
throughout the year.. For example, Church, Sporting Events, Birthday
Parties

EU1
IU1
IU2
Civics and
Citizenship
(CCLF1)

Understanding 1
Understanding 5

CCT4

Civics and
Citizenship
(CCLF2)
Civics and
Citizenship
(CCLF3)

https://www.pinterest.com/
pin/281404676686810138/
(Pinterest 2012b)

PSC1
IU2

Week 8:
Land
transformati
on

History K&U
(ACHHK030)

How has our community changed with time?

Understanding 1
Understanding 3
Understanding 4
Understanding 6

The class will read the text My Place written by Nadia Wheatley &
Donna Rawlins where they will be able to observe the transformation
of a small area in Australia over time looking at how the landscape
changed. After reading a class discussion will be had where students
discuss what they think their local community looked like in the past
and how it has transformed with time. For example more houses being
built, clearing of trees.

Geography
K&U
(ACHGK005)
History S
(ACHHS035)

(Wheatley & Rawlins 2008)

Teachers can provide a few options of images for industrial, residential
and forest regions to show what the areas looked like in the past.
Students will then construct a playdough model where it will replicate
the picture of change in their local community. For example the
school, their house or a park. Students will then share their models in a
showcase session and explain why their represented landscapes
changed the way they did
.

Week 9:
Comparing
communities
in different
areas

Understanding 4

Extension:
Students can draw their playdough model on poster paper
and label parts of the community that may have been there in the
past.
Exploring differences in communities around us:
Students will watch a Youtube video called Communities Introduction
about different types of communities such as rural, suburban and
urban. They will discuss the similarities and differences in houses,
transport and space. Students will then make trioramas using coloured
paper to represent the differences between rural, suburban and urban
communities. They will be given a simple information sheet that shows
the differences between each community based on the Youtube clip to
help them.
For example: Rural might have lots more trees, Suburban would have
houses spaced out more with bigger back yards and urban community
would have high rise city buildings close together.

Geography S
(ACHGS009)
OI.7
CCT1
CCT2
CCT3

https://www.pinterest.com/pi
n/365917538444059673/
(Pinterest 2013b)

CCT4

EU1
>History K&U
(ACHGK005)
>
History S
(ACHHS035)
>Geography
K&U

http://buzzingaboutsecondgra
de.blogspot.com.au/2011/09/
communities-and-maps.html
(Buzzing About Second Grade
2011)
https://www.youtube.com/w
atch?v=n3d5ZZG63TY
(Youtube 2012)

(ACHGK005)
>Geography S
(ACHGS009)
>Civics and
Citizenship
(CCLF1)
>CCT1
>CCT2

>CCT4

Week 10:
Students
construct
their own
communities

Community construction:

>Geography K&U
(ACHGK005)

Students are grouped into fours where they are to develop a place in
their community and provide the relevant services or products that are
associated with them. This activity will be carried out outdoors or in
the stadium so students have enough spaces to set up their shops
(supermarket), buildings (hospital) or workplaces. They will also be
provided with a varied of resources to construct uniforms (or use
uniform created in week 4) and things they will need. Once
construction is done, students will have time to explore one anothers
constructions and experience what they provide to the community.
Students may like to have parents come visit their constructed
community.

>History S
(ACHHS035)

Understanding 1
Understanding 2
Understanding 3
Understanding 4

>Civics and
Citizenship
(CCLF3)
>Civics and
Citizenship
(CCLF4)
>
Geography S
(ACHGS009)
>CCT1
>CCT2
>CCT3
>CCT4
>PSC1
>EU1
>IU1
>IU2

References:
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<http://www.australiancurriculum.edu.au/generalcapabilities/criticalandcreativethinking/continuum#layout=columns>

Ausvels2015,CivicsandCitzenshipLevel1,
VictoriaCurriculumAssessmentAuthority,
Retrieved18/9/15,<http://ausvels.vcaa.vic.edu.au/Level1?layout=1&d=cc>

BuzzingAboutSecondGrade2011,Communitiesandmaps,retrievedSeptember2015,
<http://buzzingaboutsecondgrade.blogspot.com.au/2011/09/communitiesandmaps.html>

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TeachingtheSocialSciencesandHumanitiesintheAustralian
Curriculum
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,WalkerBooksAustralia,NSW

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